Resumo

SEHOLE, Lorraine; SEKAO, David  e  MOKOTJO, Lindiwe. Mathematics conceptual errors in the learning of a linear function- a case of a Technical and Vocational Education and Training college in South Africa. IJTL [online]. 2023, vol.18, n.1, pp.81-97. ISSN 2519-5670.

In this case study, we explored the conceptual errors that National Certificate (Vocational) Level 2 mathematics students at a Technical and Vocational Education and Training (TVET) College in South Africa experience in learning functions. Qualitative data were sourced from a sample of Level 2 (L2) mathematics students (n=17) from a TVET college through test responses and interviews. The findings revealed that the students find it difficult to: recognise a linear function, translate between different representations of a linear function, and identify particular components of a linear function. The findings generally indicated that the students lack conceptual understanding of the linear function. From the interviews, the students pointed to the teachers' instructional practices as a major contributory factor to the identified difficulties they experienced. Specifically, a lack of exposure to instruction and assessment tasks that involved all representations of functions hindered a deep conceptual understanding of functions.

Palavras-chave : National Curriculum (Vocational) L2; mathematics students; linear function; conceptual knowledge; conceptual errors.

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