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Schonwetter, D. J., Sokal, L., Friesen, M., & Taylor, K. L. (2002). Teaching Philosophies Reconsidered: A Conceptual Model for the Development and Evaluation of Teaching Philosophy Statements. The International Journal for Academic Development, 7, 83-97.
https://doi.org/10.1080/13601440210156501

has been cited by the following article:

• TITLE: Errors in Presenting and Writing Mathematics Symbols Trigger Learners’ Misconception of Mathematics Concepts

  AUTHORS: Muzwa Mukwambo, Kenneth Nzwala, Moses Chirimbana

  KEYWORDS: Mathematics, Errors, Misconception

  JOURNAL NAME: Open Journal of Social Sciences, Vol.11 No.7, July 31, 2023

  ABSTRACT: The focus of this study was to understand how errors in presenting and writing mathematics language pave way to learners’ misconception of mathematics concepts. This came to our attention during community service. We observed that the way two learners in grade seven copied a mathematics question the teacher presented on the blackboard as an example was different. The copies were not even close to what the teacher presented. This led us to arrange a follow up in the form of a continuous development activity with the teacher. To understand where the teacher stands and alleviate the challenge learners encounter in mathematics language, the teacher was observed teaching and engaged in an interview. To further support our observation in order to understand how errors in presenting and writing mathematics symbols trigger learners’ misconception in mathematics we did an analysis of some of the learners’ exercise books and of the textbook the teacher used in mathematics. Some of the revelation from the data generated from this qualitative study on why learners committed errors in presenting and writing mathematics symbols is as a result of being ill equipped in the mathematics language brought about during presenting and writing mathematics.