A growing body of literature highlights the need to improve mathematics teaching and learning, emphasising the role of teachers in deepening learners’ conceptual understanding. Scholars are increasingly advocating for teachers to explore innovative instructional approaches to enhance the teaching and learning of mathematics. This study contributes to the discourse by examining the perspectives of South African in-service and pre-service mathematics teachers on error analysis as a strategy to improve the teaching and learning of mathematics. Data was collected from five in-service mathematics teachers participating in a District professional development programme and seven fourth-year pre-service mathematics teachers enrolled in a Bachelor of Education programme. Using semi-structured interviews, focus group discussions, and classroom observations, the study found that participants viewed error analysis as a valuable tool for strengthening teacher content knowledge and facilitating learner engagement with mathematical errors. In-service teachers also reported that error analysis supported the provision of detailed feedback. Despite its perceived benefits, participants noted that error analysis was time-consuming and challenging, particularly in terms of tracing errors to underlying misconceptions.
Zanele Ndlovu (Mon,) studied this question.