Open AccessTeacher knowledge of error analysis in differential calculus
Author(s) -
Eunice Kolitsoe Moru,
Makomosela Qhobela,
Poka Wetsi,
J. N. Nchejane
Publication year - 2014
Publication title -
pythagoras
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.374
H-Index - 7
eISSN - 2223-7895
pISSN - 1012-2346
DOI - 10.4102/pythagoras.v35i2.263
Subject(s) - differential calculus , error analysis , identification (biology) , mathematics education , calculus (dental) , systematic error , differential (mechanical device) , differential effects , computer science , mathematics , psychology , medicine , statistics , botany , dentistry , pure mathematics , biology , engineering , aerospace engineering
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
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