Understanding students' misconceptions in mathematics: Insights from intermediate phase teachers in the Mogodumo Circuit, Limpopo, South Africa

Abstract

Research has shown that students develop misconceptions that may hinder learning mathematics. This article explores common misconceptions held by intermediate-phase students in mathematics, as observed by teachers from a rural village in South Africa. The research highlights the collaborative effort and shared responsibility, based on insights from 20 intermediate-phase mathematics teachers. Data was collected through focus group interviews. A qualitative approach and case study design were employed for this research. The study is guided by a model categorizing errors, which allows systematic identification and analysis of learners’ mistakes based on patterns, types, and underlying reasoning. Teachers can uncover the hidden misconceptions by examining these patterns, types, and reasoning behind errors. The findings from the focus group interviews indicated that most errors and misconceptions stemmed from a limited understanding of mathematical concepts, emphasizing the importance of this study. Additionally, this research identifies common errors teachers may make during instruction or assessment. Importantly, these findings can be directly applied to enhance teaching strategies and deepen understanding of student misconceptions. This paper is grounded in practical experience with mathematics teachers, making it adaptable and open to updates for use in various contexts, thus demonstrating its flexibility and relevance across diverse educational settings. Future research should explore ways in which teachers can incorporate error analysis into their teaching practices.