Mathematical literacy teachers’ strategies to engage with learners’ misconceptions and errors in the teaching of measurement in grade 12.

Abstract

This study investigated the remedial strategies used by Grade 12 Mathematical Literacy teachers in South Africa to address learners’ misconceptions and errors in the topic of Measurement. Persistent underperformance in Measurement, as reflected in national diagnostic reports, highlights an urgent need for pedagogical interventions that move beyond procedural correction and promote conceptual understanding. Rooted in constructivist theory, particularly the work of Piaget and Vygotsky, the study views misconceptions not as isolated mistakes but as evidence of prior knowledge that must be reconstructed through guided interaction, contextualised learning, and scaffolded teaching. The research adopted an interpretivist paradigm and employed a qualitative, exploratory case study design involving six purposively and conveniently selected Mathematical Literacy teachers from the Motheo District in the Free State province. Data were generated through semi-structured interviews, classroom observations, and document analysis, which included samples of learners’ work and the diagnostic reports of the Department of Basic Education. Findings revealed four recurring categories of errors and misconceptions: procedural, computational, conceptual, and challenges interpreting and applying Measurement in real-life contexts such as time, scale, and surface area. These ‘dual-layer’ errors combined surface-level mistakes with deeper conceptual gaps. Teachers’ engagement with learners’ errors varied. Some teachers employed scaffolded instruction, diagnostic assessment, hands-on activities, and peer collaboration to identify and correct misconceptions. Others relied on procedural correction due to time pressure, curriculum pacing demands, large classes, limited resources, or insufficient content knowledge. The study found that teachers’ emotional connection to the subject, confidence, and professional identity shaped whether they engaged meaningfully with misconceptions. Teachers who felt disconnected from Mathematical Literacy were less inclined to invest in remediation. The study concludes that improving learners’ outcomes in Measurement requires a shift toward constructivist, concept-driven pedagogy supported by systemic conditions that enable diagnostic teaching. Recommendations include professional development to enable teachers to identify and address misconceptions, learn reflective practice tools (e.g., teacher journaling, peer observation), and build subject affinity and pedagogical skills. Teacher education programmes should model how to analyse learner errors, trace their conceptual roots, and scaffold understanding through targeted intervention.