Misconceptions and resulting errors displayed by Grade 11 learners in the learning of geometry

M.Ed. (Mathematics in Education)This research report explored the misconceptions and resulting errors displayed by grade 11 learners while learning geometry. The aim of this study was to establish the kind of misconceptions and the resulting errors learners display when learning Euclidean Geometry. This research was also aimed at identifying the causes of these misconceptions and errors and how to handle them. The main question which this research sought to answer was: What types of misconceptions and the resulting errors do learners display in Euclidean Geometry? It also sought to answer this sub-question: What are the causes of these misconceptions and errors? It was significant to conduct this research because misconceptions and errors are a big impediment to meaningful learning. They create great difficulties for learners. The phenomenological research design was employed in this research. Phenomenological methods are particularly effective at bringing to the fore the experiences and perceptions of individuals from their own perspectives. In this study, 30 learners were sampled purposefully (10 high achievers, 10 average achievers, 10 low achievers). Data collection instruments used for this study were learners‘ class workbooks, a test and interviews. This research found a lot of misapplication of concepts. This was a result of learning concepts without understanding. This research also found that learners have problems in understanding the features and properties of shapes. They also experienced challenges with proof questions. Most learners were found to be operating at levels 1 and 2 of van Hiele. This study recommends that misconceptions and errors should not be viewed from negative perspective, but should be treated as catalysts for the learning. They should be viewed as natural stage of conceptual development