Abstract:
Geometry is an important topic in the school curriculum, yet a number of studies have reported that many learners exhibit errors while solving geometry problems. Acknowledging this problem, this study which aims to analyse learners' errors in solving geometry problems based on Van Hiele thinking level in conjunction with Newman's Error Analysis (NEA). This study is descriptive in nature. The Grade 11 secondary school learners in the Amathole East district of South Africa completed a geometry test and an interview that produced the data used in this study. Thus, Learners at the visualisation level made errors during the reading and comprehension steps. Learners who performed at the analysis level made errors in the processes of comprehension and transform. While the learners encountered errors in three stages-comprehension error, transform error, and conceptual mistake-in the levels of informal and formal deduction. Learners make the most errors in comprehension followed by transformation. This study found that learners lack basic concepts, hence they did not comprehend the questions and were unsure of how to proceed.
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