Abstract:

Persistent misconceptions in mathematics hinder learners’ conceptual understanding of fundamental measurement concepts such as perimeter and area. While international studies have documented learners’ difficulties with these topics, limited research has examined the misconceptions and errors displayed by Grade 6 learners in South Africa. This study investigated the misconceptions and errors demonstrated by Grade 6 learners when solving perimeter and area problems in the King William's Town district, South Africa. A mixed-methods design was employed. Data were collected through a Mathematics Achievement Test comprising 25 multiple-choice items administered to 150 Grade 6 learners and semi-structured interviews with five teachers from 5 selected schools. The test assessed learners’ understanding of perimeter and area formulas, measurement units, and the relationship between perimeter and area. The findings revealed that many learners confused perimeter and area formulas, interchanged linear and square units, and struggled to solve problems involving the relationship between perimeter and area. The study recommends the use of error analysis in primary mathematics classrooms to help teachers identify and address learners’ misconceptions more effectively.

Keywords:

Errors, mixed-method, misconceptions, perimeter, conceptual, measurement.