Often, it is observed that students throughout the world make common errors. If we identify these then we can address them in our pedagogy and hence hope to improve on student academic performance. In this paper we report on identified common errors grade twelve high school learners make when solving certain tasks in Differential Calculus. The study was conducted in three schools of the Msukaligwa 1 Circuit in the Gert Sibande District, Mpumalanga Province in South Africa. In the literature review we highlight the poor performance of students in Differential Calculus. The theoretical framework for this study was Kilpatrick’s strands for mathematical proficiency. This framework guided us in identifying the common errors students make in Differential Calculus. Many errors are identified and we recommend these to inform our pedagogy to improve student success.

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