Abstract
Studies from several regions of the world have shown that although learners can use ratio and proportion in simple and routine ways, they have difficulty in using these concepts to solve problems. Researchers discovered that learners use flawed strategies that result in misconceptions when dealing with the concept of ratio and proportion. This study was aimed at exploring the misconceptions about learning ratio and proportion among Grade 9 learners at a school in Lebowakgomo District, Limpopo Province. To understand how learners conceptualised and solve mathematical problems related to ratio and proportion, we used the constructs found in constructivism. A qualitative design was employed to explore misconceptions displayed among Grade 9 learners at a selected school following a case study approach. Data was gathered and analysed, through a test and a semi-structured interview in exploring how learners conceptualise ratio and proportion, what kind of misconceptions prevail and what might be the causes of these misconceptions. The study found that most learners failed to correctly solve problems ratio and proportion questions, more especially in which ratio and proportion were not given and where rational reasoning was needed to tackle the problems. Hence, learners ended up using different approaches or techniques such as intuitive, additive, incorrect multiplication strategies, misconceptions related to additive strategy, incomplete strategy, guess work and wrong cross multiplications.The study, therefore, recommends that those teachers should have a very strong pedagogical knowledge content of ratio and proportions so that they should guide learners effectively.
Presenters
France MachabaLecturer, Mathematics Education, University of South Africa, Gauteng, South Africa Daniel Madzingira
Teacher/Educator, Department of Education, Phumzile High School, Mpumalanga, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Ratio; Proportion; Misconceptions; Learners
