Errors and misconceptions in solving problems in linear inequalities among preservice teachers at Komenda College of education, Ghana

Abstract

This research examined errors and misconceptions in solving problems in linear inequalities among preservice teachers at Komenda College of Education, Ghana. Four research objectives were formulated for the study. The study adopted the sequential explanatory design using the mixed-method approach for data collection. The simple random sampling technique was used to sample 285 preservice teachers from the Komenda College of Education to respond to the achievement test out of which fifteen (15) were conveniently sampled for the interviews. The instruments used for the study were an achievement test and a semi-structured interview guide. Frequencies and percentages were used as the main analytical tool for the quantitative phase of the study. One hundred and seventy-seven (177) responses were received from the achievement test out of the 285 sampled for the study. The quantitative data were analysed using Statistical Product and Service Solutions (SPSS version 26.0) using descriptive statistics specifically, the frequencies and percentages and the qualitative data were analysed thematically. It was found out that rules mixed up error, surface understanding, inability to assimilate concepts, carelessness, and poor understanding were the errors whiles discrete and separate operations, fact tests, overspecialized learning process on addition and/or subtraction, misapplication of commutative property using addition and subtraction and value of the digits, instead of place value were the misconceptions revealed in preservice teachers‘ solutions to linear inequality problems. The major source of these errors was teachers‘ teaching methods. Additionally, students perceived inequality as an amalgam of images or symbols encountered in a mathematics setting. Finally, teacher educators should vary their mode of teaching linear inequalities to preservice teachers, since their method of teaching influences students‘ mode of thinking and addressing problems in mathematics.