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All Journal Desimal: Jurnal Matematika MEJ (Mathematics Education Journal) Research in Social Sciences and Technology
Machaba, Masilo France
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Education Mathematics Social Sciences

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An Exploration of Grade 12 Learners’ Misconceptions on Solving Calculus Problem: A Case of Limits Jameson, Goredema; Machaba, Masilo France; Matabane, Mogalatjane Edward
Research in Social Sciences and Technology Vol 8 No 4 (2023): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2023.34

Abstract

This case study explored Grade 12 learners’ misconceptions in limits of functions. The study aimed at understanding problems that learners face in learning the concepts of limit by analyzing misconceptions that learners have and identifying the possible sources of these misconceptions to take remedial action. An exploratory research design was adopted, and purposive sampling employed to select 35 Grade 12 learners (21 females and 14 males) who wrote a test on limits. From the 35 learners who wrote the test, five learners were interviewed guided by their written responses. Theoretically, the study was guided by the constructivism theory and used a systematic error conceptual framework to categories the learners` misconceptions according to extrinsic and intrinsic calculus misconceptions. The study sought to answer the questions: (a) What type of misconceptions do Grade 12 learners exhibit in responding to limit questions? (b) What are the possible sources of these misconceptions? The study found that Learners exhibited misconceptions on the limit concept and related symbolism. Learners who had a flawed understanding of algebraic concepts struggled to apply limits correctly. The weak foundation on algebraic skills impacted negatively on their learning of new concepts on limits. The study recommends that, educators should always check and make sure that learners have appropriate prior knowledge before the teaching of new concepts in calculus. It is recommended that that teaching and learning approaches need to be adjusted to give equal weight to both the procedural and the conceptual understanding of mathematical knowledge in learners.
Effect of Social Justice Mathematics on Senior Secondary School Students’ Performance in Algebraic Expressions Age, Terungwa James; Machaba, Masilo France; Chaver, Japhet
Mathematics Education Journal Vol. 9 No. 1 (2025): MEJ Vol 9 No.1
Publisher : Department of Mathematics Education University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/mej.v9i1.37244

Abstract

Mathematics education plays a crucial role in developing students’ problem-solving skills and critical thinking. However, traditional teaching methods often fail to address social inequalities, which can impact students’ engagement and performance. This study investigated the effectiveness of Social Justice Mathematics (SJM) in enhancing senior secondary school students’ performance in algebraic expressions. Conducted in Benue State, Nigeria, the research employed a quasi-experimental pretest-post-test design with non-equivalent groups. The instrument used for data collection was the Social Justice Mathematics Algebraic Expression Test (SJMAET). A pilot test was conducted with 20 students, and the instrument’s reliability was established using the Kuder-Richardson Formula 21 (K-R21), yielding a reliability coefficient of 0.86. Data analysis revealed that students in the experimental group, who were taught using Social Justice Mathematics, outperformed their counterparts in the control group who were taught using conventional method. The findings suggest that integrating social justice principles into mathematics instruction enhances students’ academic achievement and promotes an inclusive learning environment. Therefore, it is recommended that Social Justice Mathematics be adopted in teaching algebraic expressions and other mathematical concepts to foster equity, justice, and fairness in the classroom.
Digital Literacy Skills: A Sine Qua Non for Effective Teaching Practice Supervision of Mathematics Education Pre-service Teachers in an Open Distance and e-Learning Environment Age, Terungwa James; MACHABA, Masilo France
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30839

Abstract

The rapid expansion of digital learning environments in mathematics education has revealed fundamental limitations in how teaching practice supervision is conceptualized and implemented, particularly within Open Distance and e-Learning (ODeL) contexts where conventional supervisory models are increasingly inadequate. This study critically examines the role of digital literacy in shaping supervision practices and advances an integrated conceptual framework that links digital competencies with supervisory processes. A systematic literature review was conducted through a structured selection of ten studies, enabling a rigorous thematic synthesis of recurring patterns and relationships. The findings demonstrate that digital literacy operates as a multidimensional construct encompassing technical, pedagogical, communicative, and assessment-related competencies that collectively redefine how supervision is enacted in digitally mediated learning environments. The analysis further reveals that the effectiveness of digital literacy is inherently conditional, shaped by the interplay of infrastructure, institutional support, and professional training, thereby challenging assumptions that technological adoption alone enhances supervision quality. In addition, the study exposes a persistent fragmentation in the literature, where digital literacy and supervision are often treated as disconnected domains. Addressing this gap, this study advances a systemic and interactional framework that captures the dynamic relationships between digital literacy, supervision practices, and contextual conditions. This framework not only contributes to theoretical refinement but also provides a robust foundation for rethinking supervision in mathematics education within increasingly digitalized learning systems.
Co-Authors Age, Terungwa James Chaver, Japhet Jameson, Goredema Matabane, Mogalatjane Edward