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Misconceptions and Related Errors Displayed by Pre-service Foundation Phase Teachers in Transformation Geometry
| Content Provider | Semantic Scholar |
|---|---|
| Author | Mbusi, Nokwanda Princess |
| Copyright Year | 2016 |
| Abstract | This paper reports on a bigger study aimed at identifying pre-service teachers' misconceptions with transformation geometry and addressing these using the van Hiele phases of learning. I report here only on the misconceptions identified. An action research approach was conducted with 82 BEd Foundation Phase student teachers and data was collected through tests and semi-structured interviews, used to complement the test results. Content analysis of participants' responses to written tasks and interviews were used to determine errors, leading to the formulation of misconceptions. The findings revealed that the errors displayed ranged from non-systemic errors due to students misreading information or forgetting some piece of information, to systemic errors or misconceptions which may be attributable to various reasons. Misconceptions included problems with solution strategies and rules previously learned; insufficient skill in working with practical measurements resulting in faulty procedures when measuring lengths of lines and sizes of angles; the tendency to consider geometrical figures as material objects, resulting in participants relying on their visual perceptions rather than reasoning based on the properties of the figures. The findings also seem to support literature that claims that most pre-service teachers have not developed beyond van Hiele's Level 2 of geometric reasoning. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://uir.unisa.ac.za/bitstream/handle/10500/22894/Nokwanda%20Mbusi.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
