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

Authors

  • 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

Keywords:

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

Abstract

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.

 

Article visualizations:

Hit counter

Author Biographies

  • 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

References

Allen, J. (2007). Understanding and addressing algebraic errors: An analysis of student responses on a comprehensive algebra test. Mathematical Thinking and Learning, 9(3), 259–287. DOI: 10.1080/10986060701384582

Botswana. (2015). Education and Training Sector Strategic Plan (ETSSP 2015-2020). Gaborone: Government Printers.

Chigonga, B. (2016). Investigating problematic concepts and errors in solving trigonometric equations. International Journal of Mathematics Trends and Technology, 39(3), 137-141.

Fahrudin, A., & Pramudya, I. (2019). Students' errors in solving trigonometric equation problems. Journal of Physics: Conference Series, 1315(1), 012073. DOI: 10.1088/1742-6596/1315/1/012073

Gur, H. (2009). Types of errors, underlying misconceptions, and obstacles that occur in trigonometry lessons. International Electronic Journal of Elementary Education, 2(1), 105–120.

Hidayati, S. (2020). Students’ mistakes in working on problems in the Trigonometry course. Journal of Physics: Conference Series, 1469(1), 012036. DOI: 10.1088/1742-6596/1469/1/012036

Mensah, J. K. (2017). Student trigonometric errors in learning mathematics. Journal of Education and Practice, 8(7), 140–148.

McGuire, J. (2013). Understanding and misunderstanding mathematical terms: A case study of a student’s use of the inverse function. Educational Studies in Mathematics, 82(2), 271–291. DOI: 10.1007/s10649-012-9435-6

Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.

Mullis, I. V. S., Martin, M. O., Goh, S., & Cotter, K. (Eds.) (2016). TIMSS 2015 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/encyclopedia/.

Sartika, Y., & Fatmanissa, N. (2020). Students’ errors in solving trigonometric function problems: A survey study. Journal of Physics: Conference Series, 1469(1), 012072. DOI: 10.1088/1742-6596/1469/1/012072

Siyeṕu, S. (2015). Educational philosophy: A tool for fostering critical thinking in school mathematics. Pythagoras, 36(2), Art. #309, 1-8. DOI: 10.4102/pythagoras.v36i2.309

Sjøberg, S. (2010). Science education as/for participation in the community. Journal of the Learning Sciences, 19(4), 487–519. DOI: 10.1080/10508406.2010.491752

Walsh, G., Fitzmaurice, O., & O’Donoghue, J. (2017). Investigating second-level teachers' subject matter knowledge for teaching trigonometry: a research report. Mathematics Education Research Journal, 29(1), 105–126. DOI: 10.1007/s13394-016-0195-7

Weber, K. (2005). Student understanding of trigonometric functions. Journal for Research in Mathematics Education, 36(2), 105–131. DOI: 10.2307/30034860

Downloads

Published

2023-12-07

Issue

Vol. 10 No. 12 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).