ANALYZING COMMON TRIGONOMETRIC ERRORS AMONG FIRST-YEAR PRIMARY SCHOOL STUDENT TEACHERS AT THE UNIVERSITY OF BOTSWANA

Amantle Sekgoma, End Salani

Abstract


Trigonometry is a fundamental mathematical concept taught at all levels of education, including primary schools. A strong understanding of trigonometry is essential for prospective teachers, especially those pursuing a career in primary school education. However, research suggests that students frequently encounter challenges and make common errors when learning trigonometric concepts. These errors have a significant impact on their overall performance and their ability to effectively teach these concepts. This study investigates the prevalent trigonometric errors made by first-year primary school student teachers at the University of Botswana. The research explores the root causes of these errors and aims to provide insights to enhance teaching methodologies within teacher training programs. By addressing these errors, the study aims to improve the quality of mathematics education in Botswana's primary schools, empowering future teachers to teach trigonometry effectively. The study includes a comprehensive analysis of common errors and recommendations for instructional interventions, drawing on responses from student answer scripts. It highlights the importance of developing a solid foundation in trigonometric concepts and the need for effective strategies to address these errors.

 

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Keywords


trigonometry concepts, common errors, instructional interventions, student teachers, primary school education

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i12.5128

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