NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1056125
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
ISSN: EISSN-2065-1430
Learner Errors and Misconceptions in Elementary Analysis: A Case Study of a Grade 12 Class in South Africa
Luneta, Kakoma; Makonye, Paul J.
Acta Didactica Napocensia, v3 n3 p35-46 2010
The paper focuses on analysing grade 12 learner errors and the misconceptions in calculus at a secondary school in Limpopo Province, South Africa. As part of the analysis the paper outlines the nature of mathematics errors and misconceptions. Coding of learners' errors was done through the lens of a typological framework. The analysis showed that most of the errors and misconceptions were due to knowledge gaps in basic algebra. Also noted was that errors and misconceptions in calculus were related to learners' over-dependence on procedural knowledge which had no conceptual basis. On the other hand, learners sometimes had sound conceptual knowledge for which they had not acquired allied procedural knowledge needed to perform in particular questions. Implications of the study to the wider mathematics education community are highlighted.
Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A