Abstract:

The concept of similarity is a fundamental part of the mathematics curriculum, and misconceptions in this area can significantly hinder students’ ability to grasp advanced geometrical concepts. However, despite existing literature on general misconceptions in geometry and teaching strategies, there is a notable research gap in understanding the specific experiences of teachers in identifying and correcting misconceptions about similarity, particularly at the Grade 12 level. Existing studies have primarily focused on students’ misconceptions or generalized pedagogical strategies, with less emphasis on the practical application of teachers' pedagogical content knowledge (PCK) when addressing these misconceptions in the classroom.

This research aims to provide insight into how teachers identify these misconceptions, the strategies they use to address them, and the challenges they face in helping students achieve a correct understanding. Through qualitative data collection methods, including interviews, the study examines teachers' PCK related to similarity and their experiences in applying this knowledge to correct student errors. It also investigates how teachers perceive the effectiveness of their strategies and the barriers that may limit their ability to address misconceptions effectively. The findings reveal that while some teachers demonstrate a solid understanding of similarity, there is variability in their approaches to identifying and correcting misconceptions and errors, with some relying more on direct instruction, while others employ more interactive or diagnostic techniques. Common challenges faced by teachers include the complexity of students’ misconceptions. The study concludes by offering recommendations for professional development programs that focus on enhancing teachers’ diagnostic skills and equipping them with more effective strategies to address misconceptions in geometry. This research contributes to the broader understanding of how teacher experiences shape their approach to teaching complex mathematical concepts and improving student learning outcomes, addressing a critical gap in the existing literature on teacher practices in correcting misconceptions in high school geometry.

Keywords:

Grade 12 mathematics teachers, misconceptions, errors, similarity, Euclidean geometry, pedagogical content knowledge, teaching strategies, teacher experiences, professional development, diagnostic skills.