Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6877
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dc.contributor.authorWhittles, Kalvinen_US
dc.date.accessioned2019-02-22T09:54:32Z-
dc.date.available2019-02-22T09:54:32Z-
dc.date.issued2015-
dc.identifier.urihttp://hdl.handle.net/11189/6877-
dc.descriptionArticleen_US
dc.description.abstractThis article reports on grade 12 learners’ solutions of an exponential equation. It is a response to comments made in the National Senior Certificate 2014 Diagnostic Report. Learners from two schools in the Drakenstein area were used as participants for the study. An analysis of the learners’ solutions of an exponential equation was conducted, utilising the work of Tall from a Vygotskian perspective. Learners made use of different solution strategies to the problem, but demonstrated a limited understanding of exponential laws and mathematical ways of reasoning. The article opens up a debate on the influence of teacher talk on solutions of exponential equations and learners’ mathematical solution strategies within the context of school mathematics.en_US
dc.language.isoenen_US
dc.publisherCape Peninsula University of Technologyen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/-
dc.subjectExponential equationen_US
dc.subjectMathematicsen_US
dc.subjectSchool mathematicsen_US
dc.subjectMathematics teaching and learningen_US
dc.subjectGrade 12en_US
dc.titleExploring Learners’ solutions of an exponential equation.en_US
dc.type.patentArticleen_US
Appears in Collections:Edu - Journal Articles (not DHET subsidised)
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