ANALYZING COMMON TRIGONOMETRIC ERRORS AMONG FIRST-YEAR PRIMARY SCHOOL STUDENT TEACHERS AT THE UNIVERSITY OF BOTSWANA

نویسندگان

  • Amantle Sekgoma Department of Primary Education, University of Botswana, Botswana
  • End Salani Dr., Department of Primary Education, University of Botswana, Botswana

DOI:

https://doi.org/10.46827/ejes.v10i12.5128

کلمات کلیدی:

trigonometry concepts, common errors, instructional interventions, student teachers, primary school education

چکیده

Trigonometry is a fundamental mathematical concept taught at all levels of education, including primary schools. A strong understanding of trigonometry is essential for prospective teachers, especially those pursuing a career in primary school education. However, research suggests that students frequently encounter challenges and make common errors when learning trigonometric concepts. These errors have a significant impact on their overall performance and their ability to effectively teach these concepts. This study investigates the prevalent trigonometric errors made by first-year primary school student teachers at the University of Botswana. The research explores the root causes of these errors and aims to provide insights to enhance teaching methodologies within teacher training programs. By addressing these errors, the study aims to improve the quality of mathematics education in Botswana's primary schools, empowering future teachers to teach trigonometry effectively. The study includes a comprehensive analysis of common errors and recommendations for instructional interventions, drawing on responses from student answer scripts. It highlights the importance of developing a solid foundation in trigonometric concepts and the need for effective strategies to address these errors.

 

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بیوگرافی نویسندگان

  • Amantle Sekgoma، Department of Primary Education, University of Botswana, Botswana

    Ms. Amantle Sekgoma, a lecturer in the Department of Primary Education at the University of Botswana, not only brings a wealth of knowledge to her field but also holds an M.Ed in Mathematics Education and is actively pursuing a Ph.D. in the same discipline, showcasing her dedicated commitment to advancing her expertise. Her research interests are distinctly focused on integrating technology into mathematics instruction. With a keen interest in exploring innovative methods, Ms. Sekgoma aims to incorporate technological tools such as digital resources, interactive platforms, and educational software to enhance the learning experience for students. Her emphasis on technology reflects her commitment to staying abreast of contemporary advancements that can significantly improve the overall effectiveness of mathematics instruction. In essence, Ms. Sekgoma's academic pursuits and research interests underscore her dedication to the intersection of technology and mathematics education, with the expectation that her work will offer valuable insights into effective teaching practices and contribute to the ongoing discourse on the pivotal role of technology in shaping the future of education.

  • End Salani، Dr., Department of Primary Education, University of Botswana, Botswana

    Dr. End Salani, a Mathematics Education lecturer at the University of Botswana's Department of Primary Education, holds a Ph.D. in Mathematics Education from the University of South Africa. Specializing in mathematics pedagogy, he actively explores innovative teaching and learning methods, conducting research on classroom instructional practices. Dr. Salani's commitment extends to effectively incorporating ICT in education, contributing to the advancement of Botswana's educational landscape. As an educator, he plays a pivotal role in shaping the future of primary education, exemplifying a holistic dedication to improving educational outcomes through rigorous research and innovative pedagogy. Dr. Salani is actively involved in academic platforms such as Academia.edu, ResearchGate, Google Scholar, and the university's official website (www.ub.bw), where his research publications are accessible.

    ORCID: orcid.org/0000-0001-6561-8790

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دانلودها

چاپ شده

2023-12-07

شماره

دوره 10 شماره 12 (2023)

نوع مقاله

Articles

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