Author(s)

Muzwa Mukwambo¹, Kenneth Nzwala², Moses Chirimbana³

¹Department of Mathematics and Science, University of Namibia, Katima Mulilo Campus, Katima Mulilo, Namibia.
²Department of Early Childhood Education and Care, University of Namibia, Katima Mulilo Campus, Katima Mulilo, Namibia.
³School of Engineering and Environmental Education, University of Namibia, Oshakati, Namibia.

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.

Mathematics, Errors, Misconception

Mukwambo, M. , Nzwala, K. and Chirimbana, M. (2023) Errors in Presenting and Writing Mathematics Symbols Trigger Learners’ Misconception of Mathematics Concepts. Open Journal of Social Sciences, 11, 465-480. doi: 10.4236/jss.2023.117032.