Abstract:
his paper examined the didactic conceptual structures of preservice teachers in the absolute and
quadratic inequalities to deduce mistakes and errors. Quasi-experimental and mixed exploratory sequential
designs were adopted on the participants who worked in 37 groups of 10 members in the Department of Basic
Education, University of Education, Winneba in Ghana. The data collection instruments consisted of 15 open ended items on the basic ideas of the absolute and quadratic inequalities to identify the didactic content
knowledge in solving the problems. The thematic analysis of the conceptual structures as well as the marked
scores revealed the errors and mistakes in the inner structures, inner relations, representations, and vertical horizontal relations preservice teachers had confronted in solving problems in absolute and quadratic
inequalities. The implications of these would impact negatively on the teaching and learning of mathematics
curriculum, and inappropriately applied in a variety of daily lives
