Investigating errors and misconceptions displayed by learners in transformational geometry at ordinary level in Zimbabwe
- Author
- Sibanda, Tafirei.
- Title
- Investigating errors and misconceptions displayed by learners in transformational geometry at ordinary level in Zimbabwe
- Abstract
- The study aimed at identifying errors and misconceptions displayed by form 3 learners when learning transformational geometry at Kahobo Secondary School in Gokwe North District in the Midlands Province. To select the sample, the class of 90 learners was first divided into three subclasses (A, B, and C). Then, a random sample of learners was selected from each subclass, proportional to the size of each subclass. An action research approach was conducted with a sample of 50 Form 3 learners. Data was collected using tests while semi-structured interviews were used to complement results from the tests. Content analysis of participants to written tasks and interviews was done to determine errors thus resulting in the formulation of misconceptions about transformational geometry. The study highlights the need for teachers to adopt more effective teaching methodologies that address the specific areas where learners struggle. This may involve incorporating visual aids, hands-on activities, and technology-based tools to enhance understanding of abstract concepts. The findings suggest that the curriculum could be revised to provide more opportunities for students to practice applying transformational geometry concepts in real-world contexts. This could help to solidify their understanding and reduce misconceptions. Also, teachers should receive ongoing professional development to equip them with the knowledge and skills to teach transformational geometry effectively. This training could focus on strategies for identifying and addressing common misconceptions, as well as incorporating innovative teaching techniques. The study underscores the importance of using a variety of assessment methods to evaluate students' understanding of transformational geometry. This could include both traditional written tests and more formative assessments, such as projects, presentations, and discussions. Furthermore, collaboration between researchers, educators, and policymakers is essential to address the challenges identified in this study. This could involve developing evidence-based teaching materials, sharing best practices, and advocating for policy changes that support effective mathematics education. Longitudinal studies could track students' understanding of transformational geometry over time to identify patterns in their learning and to assess the impact of interventions designed to address misconceptions. By addressing the implications and recommendations outlined in this study, it is possible to improve the teaching and learning of transformational geometry in Zimbabwe and help students develop a deeper understanding of this important mathematical concept.
- Date
- February 2025
- Publisher
- BUSE
- Keywords
- Errors and misconceptions
- Transformational geometry
- Ordinary level
- Supervisor
- Dr T. Mutambara
- Item sets
- Faculty of Science Education
- Media
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Sibanda, T..pdf