Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Research in STEM Education Journal on Mathematics Education
Bayaga, Anass
Unknown Affiliation
Chemistry Education Environmental Science Mathematics Physics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Examining Challenges Associated with Numerical Cognition in Early Years Challenges Associated with Numerical Cognition in Early Years Bayaga, Anass; Nzuza, P
International Journal of Research in STEM Education Vol. 4 No. 1 (2022): May Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 The current research aims at examining challenges associated with numerical cognition in early years in South Africa. Guided by cognitive learning theory, the current investigation was informed by continuous quest in South Africa. The aim was to respond to unresolved challenges associated with early numerical cognition in terms of numerical cognition through semantics and textual misunderstanding in early numerical problems and concepts. Using survey design, a sample of 80 learners was chosen and tested through descriptive statistics. Data was collected using semi-structured questionnaires. It was revealed that the challenges associated with numerical cognition in early numerical problems and concepts are counting, reading numbers that contain more than one digit, difficulties with copying numbers, mathematical signs confusion, and challenges associated with manipulatives. By implication, the study highlighted that there is a severe lack of numerical literacy and competency among learners. Implying too that teachers need to pay particular attention to both semantics and textual misunderstanding
Error analysis in algebra learning: Exploring misconceptions and cognitive levels Mathaba, Philile Nobuhle; Bayaga, Anass; Tîrnovan, Daniela; Bossé, Michael J.
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp575-592

Abstract

This research investigates errors and misconceptions among learners in algebraic education by utilizing Koch's error analysis method alongside the Structure of the Observed Learning Outcome (SOLO) taxonomy. The primary aim of the investigation is to discern the kinds of errors and cognitive stages demonstrated by Grade 9 students when engaged in algebraic problem-solving tasks. The studies' outcomes uncover several prevalent error categories, including conjoining, cancellation, and problem-solving errors, indicating deficiencies in conceptual comprehension and procedural execution. Moreover, applying the SOLO taxonomy elucidates learners' diverse levels of understanding, with a majority position within the uni-structural or multi-structural stages. Theoretical implications underscore the necessity for tailored instructional approaches to mitigate learners' obstacles and foster a deeper grasp of algebraic principles. Consequently, this research contributes significantly to the advancement of algebraic pedagogy and provides valuable insights for curriculum enhancement, thereby facilitating improved mathematics learning outcomes.
Co-Authors Bossé, Michael J. Mathaba, Philile Nobuhle Nzuza, P Tîrnovan, Daniela