A Constructivist Analysis of Mathematical Literacy Teachers’ Strategies for Addressing Misconceptions in Measurements

This chapter presents a theoretical analysis of how a constructivist theory can be used to understand and address learner misconceptions and errors in measurement in Mathematical Literacy (ML). Grounded in Piaget’s cognitive constructivism and Vygotsky’s social constructivism, the study explores how diagnostic assessment, error analysis, scaffolding, and peer collaboration align with constructivist principles to enhance conceptual understanding. This theoretical analysis draws on existing literature to evaluate Constructivism’s efficacy and to identify adaptations needed for diverse cultural and resource contexts. Key findings reveal that constructivist strategies, supported by real-world applications and formative feedback, effectively reduce misconceptions, yet their implementation is hindered by teacher training gaps, cultural mismatches, and limited technological access. The chapter highlights innovative responses, including hybrid pedagogies that blend constructivist and behaviourist methods and technology integration suited to low-resource settings. It concludes that while Constructivism remains essential for Mathematical Literacy, its key contribution lies in offering a theoretical synthesis that integrates global constructivist principles with South Africa’s unique cultural and resource realities, providing a foundation for context-responsive mathematics education.