Abstract
Quadratic inequalities is one section of algebra were learners tend to lose out marks in high stakes school leaving examinations. A total of 27 grade 11 learners from a public school in Soweto, Johannesburg participated in this study. The learners responded to a written task consisting of quadratic inequalities tasks in order to establish the kinds of errors they held and the misconceptions thereof. The written tasks, together with the interview responses were analysed to find out the types of errors as well as the possible reasons behind those errors. Procedural and conceptual errors linked to algebraic processes, as well as meaning systems confusing equations and inequalities were prevalent. One of the recommendations is for learners to start solution of quadratic inequalities through trial and error by substituting integer values in quadratic inequalities so that an intuitive understanding of solution to quadratic inequalities is established. DOI: 10.5901/mjss.2014.v5n27p716
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