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.