Using a design-based research approach to improve Financial Mathematics comprehension among vocational college students

Authors

DOI:

https://doi.org/10.14426/jovacet.v8i1.503

Keywords:

Financial Mathematics; technical and vocational education and training (TVET); design-based research; error analysis; Situated Learning Theory; NC(V)

Abstract

 

This study examined challenges in understanding Financial Mathematics in technical and vocational education and training (TVET) colleges, where abstract concepts and traditional pedagogy impede comprehension. The aim was to improve understanding through systematic error analysis embedded in a design-based research (DBR) approach. Situated Learning Theory (SLT) framed the work by foregrounding authentic tasks, participation, and iterative refinement of instruction. Two purposively selected National Certificate (Vocational) Level 2 classes formed the target group. Iterative cycles of design, implementation, and analysis drew on preparatory examination scripts, classroom feedback, and formative assessment to diagnose misconceptions and inform successive prototypes. Many students struggled with definitions. Contextually grounded activities and personalised feedback improved conceptual clarity and performance. 

Author Biographies

Dr Mbazima Amos Ngoveni, Department of Mathematics Education, College of Education, University of South Africa, Pretoria, South Africa

Mbazima Ngoveni is a Lecturer in Mathematics Education at the University of South Africa. His research focuses on mathematics education in technical and vocational education and training and in open distance e-learning institutions, with particular interest in digitalisation and formative assessment. He has published on student misconceptions, error analysis and contextualised approaches to teaching mathematics. 

Dr Puleng Dorah Motseki, Department of Mathematics Education, College of Education, University of South Africa, Pretoria, South Africa

Puleng Motseki is a Senior Lecturer in Mathematics Education at the University of South Africa. Her research interests include mathematics teaching, error analysis and teacher professional development, with particular attention to innovative pedagogies that enhance student understanding in vocational contexts.

Prof. Masilo France Machaba, Department of Mathematics Education, College of Education, University of South Africa, Pretoria, South Africa

Masilo Machaba is a Full Professor and Acting Chair of the Department of Mathematics Education at the University of South Africa. He also holds a C2 rating from the National Research Foundation. His research spans classroom discourse analysis, mathematics and mathematical literacy, real-world applications, and misconceptions in mathematics. He has published widely and has been a reviewer for leading journals. 

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Published

17-10-2025

How to Cite

Ngoveni, M., Motseki, P., & Machaba, M. (2025). Using a design-based research approach to improve Financial Mathematics comprehension among vocational college students. Journal of Vocational, Adult and Continuing Education and Training, 8(1), 22. https://doi.org/10.14426/jovacet.v8i1.503

Issue

Vol. 8 No. 1 (2025): Journal of Vocational, Adult and Continuing Education and Training

Section

Articles

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Copyright (c) 2025 Journal of Vocational, Adult and Continuing Education and Training

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