Abstract

Mathematics is a subject that poses significant challenges for learners worldwide, and in South Africa, it consistently ranks lowest in subject pass rates. Diagnostic reports indicate that many learners struggle due to a lack of basic algebraic skills. Therefore, it is crucial to identify the underlying causes of these challenges and develop strategies to enhance understanding. This study aimed to explore the pedagogical benefits of using erroneous examples in teaching algebraic expressions to address errors and misconceptions in algebra. Guided by constructivist learning theory, the research employed a sequential explanatory design that integrated experimental methods with qualitative follow-up to achieve comprehensive results. The study involved sixty-two Grade 9 learners randomly selected from a rural school in Limpopo Province, South Africa, along with the participation of two Grade 9 Mathematics teachers. Findings indicated that teaching algebraic expressions using erroneous answers actively engaged learners in the learning process, promoting a deeper understanding of concepts. The use of erroneous worked solutions was found to enhance learning outcomes and foster a better grasp of algebraic concepts. Mathematics educators, subject advisors, and curriculum planners are encouraged to adopt this approach to improve instructional practices. For optimal results, it is recommended that educators integrate erroneous examples into their lessons and participate in professional development workshops to effectively utilize these teaching strategies.