The Obstacles Faced by the Learners in the Learning of Quadratic Inequalities

Judah Makonye, Mhonda Shingirayi

Abstract


Quadratic inequalities is one section of algebra were learners tend to lose out marks in high stakes school leaving examinations. A total of 27 grade 11 learners from a public school in Soweto, Johannesburg participated in this study. The learners responded to a written task consisting of quadratic inequalities tasks in order to establish the kinds of errors they held and the misconceptions thereof. The written tasks, together with the interview responses were analysed to find out the types of errors as well as the possible reasons behind those errors. Procedural and conceptual errors linked to algebraic processes, as well as meaning systems confusing equations and inequalities were prevalent. One of the recommendations is for learners to start solution of quadratic inequalities through trial and error by substituting integer values in quadratic inequalities so that an intuitive understanding of solution to quadratic inequalities is established.

DOI: 10.5901/mjss.2014.v5n27p716


Full Text: PDF

Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

Copyright © MCSER-Mediterranean Center of Social and Educational Research

To make sure that you can receive messages from us, please add the 'mcser.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..