Using erroneous examples as a strategy to teach Grade 9 algebraic linear equations
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Resumo
Background: This study explored the impact and effectiveness of using erroneous examples for teaching Grade 9 algebraic linear equations. Aim: The strategy was designed to allow learners to learn from their own mistakes and, therefore, help them close the gap(s) between their prior knowledge and the new knowledge. Setting: This study was conducted with two Grade 9 classes from two secondary schools in the Gauteng Central district of South Africa. Methods: A quasi-experimental design in the form of a pre-test–intervention–post-test was used with the experimental group (n = 31 in the pre-test and n = 22 in the post-test), while the pre-test and post-test with regular teaching were administered with the control group (n = 28 and n = 24). Both schools are public schools. The experimental school is in the former disadvantaged African township and the control school is in the semi-urban Indian township. Results: The results revealed a significant difference between the pre-test and the posttest. The control group performed better than the experimental group, with the mean scores of x = 23.00000 and x = 18.83333, respectively. However, the experimental group’s mean scores have improved significantly in the post-test, from x = 1.12903 to x = 18.83333. Conclusion: The findings revealed that the experimental group’s mean score increased better than the control group’s after the intervention. Contribution: The study suggests that using erroneous examples effectively improves learners’ performance in solving algebraic linear equations.
Dados da obra
- Tipo
- Artigo
- Periódico
- African Journal of Teacher Education and Development, v. 4, n. 1, p. e1-e9
- Editora
- AOSIS
- Ano
- 2025 (2025-07)
- Idioma
- en
- Palavras-chave
- algebraic linear equations; errors; erroneous examples; mathematics education; learner performance.
- Temas
- Álgebra
- DOI
- 10.4102/ajoted.v4i1.103
- ISSN
- 2958-8650, 2958-0986
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GWENZI, Julius; MAKGAKGA, Tšhegofatšo P.. Using erroneous examples as a strategy to teach Grade 9 algebraic linear equations. African Journal of Teacher Education and Development, v. 4, n. 1, p. e1-e9, 2025. DOI: https://doi.org/10.4102/ajoted.v4i1.103.
APA
Gwenzi, J., & Makgakga, T. P. (2025). Using erroneous examples as a strategy to teach Grade 9 algebraic linear equations. African Journal of Teacher Education and Development, 4(1), e1-e9. https://doi.org/10.4102/ajoted.v4i1.103
BibTeX
@article{gwenzi2025,
author = {Gwenzi, Julius and Makgakga, Tšhegofatšo P.},
title = {Using erroneous examples as a strategy to teach Grade 9 algebraic linear equations},
year = {2025},
journal = {African Journal of Teacher Education and Development},
volume = {4},
number = {1},
pages = {e1-e9},
publisher = {AOSIS},
doi = {10.4102/ajoted.v4i1.103},
language = {en}
}RIS
TY - JOUR AU - Gwenzi, Julius AU - Makgakga, Tšhegofatšo P. TI - Using erroneous examples as a strategy to teach Grade 9 algebraic linear equations PY - 2025 JO - African Journal of Teacher Education and Development VL - 4 IS - 1 SP - e1 EP - e9 DO - 10.4102/ajoted.v4i1.103 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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