Record Details

Teacher knowledge of error analysis in differential calculus


Field Value
Title Teacher knowledge of error analysis in differential calculus
Creator Moru, Eunice K. Qhobela, Makomosela Wetsi, Poka Nchejane, John
Subject Mathematics education teacher knowledge; error types; error analysis; differential calculus
Description The study investigated teacher knowledge of error analysis in differential calculus. Two teachers were the sample of the study: one a subject specialist and the other a mathematics education specialist. Questionnaires and interviews were used for data collection. The findings of the study reflect that the teachers’ knowledge of error analysis was characterised by the following assertions, which are backed up with some evidence: (1) teachers identified the errors correctly, (2) the generalised error identification resulted in opaque analysis, (3) some of the identified errors were not interpreted from multiple perspectives, (4) teachers’ evaluation of errors was either local or global and (5) in remedying errors accuracy and efficiency were emphasised more than conceptual understanding. The implications of the findings of the study for teaching include engaging in error analysis continuously as this is one way of improving knowledge for teaching.
Publisher AOSIS Publishing
Contributor None
Date 2014-12-12
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Questionnaires and follow-up interview
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/pythagoras.v35i2.263
Source Pythagoras; Vol 35, No 2 (2014); 10 pages 2223-7895 1012-2346
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
Coverage — — Two male teachers/university lecturers
Rights Copyright (c) 2014 Eunice K. Moru, Makomosela Qhobela, Poka Wetsi, John Nchejane