Abstract
Exponents are at the heart of our understanding of certain mathematics-dependent concepts such as population growth, compound interest and radioactive decay. However, exponents remain to be difficult to teach. As a result, students make errors that emanate from misconceptions when working with problems involving simplification of exponents. The assumptions are that the underlying misconceptions can be limited by employing teaching strategies aimed at minimizing errors. The aim of this study was to identify the causes of the misconceptions and accompanying errors that first year extended engineering students display when solving problems involving simplification of exponents. The intention was to suggest from literature review instructional strategies to limit such misconceptions and errors. The main research question to be answered was “What are the causes of the misconceptions displayed in the form of errors by engineering students when solving tasks involving exponential expressions?” An interpretive paradigm of viewing knowledge underpinned this research study in that it mainly centred on the significance of students’ knowledge and views as well as what meaning can be made from their knowledge and views. As this was a mixed method study, both qualitative and quantitative research designs were used to increase triangulation. The current study made use of mathematics tests and group interviews to generate both qualitative and quantitative data. These mathematics tests included a pilot test, pre-test and post-test written by first year extended engineering students enrolled in a Bachelor of Engineering Technology qualification. The researcher analysed data generated through group interviews by using qualitative content analysis. Qualitative data was analysed through a ‘systemic classification’ of coding and identifying themes. Date from the mathematics tests was analysed by using the Statistical Package for the Social Sciences (SPSS) software, for Windows (version 26; IBM) as well as the Rasch software. Percentages, frequencies, minimum and maximum of scores were calculated and used to indicate overall students’ performance in the tests.
Ph.D. (Education)