An investigation into process-based instruction in the teaching of grade 8 and 9 Euclidean geometry

Abstract

The teaching and learning of Euclidean geometry in black South African schools is characterised by teachers' poor knowledge of Euclidean geometry and the use of traditional taaching methods that encourage rote learning. In the light of this, the study investigated the extent to which learners perform in Process-Based Instruction. Process-Based Instruction is charactarised by the gradual transfer of instruction from the teacher to the learner. In Process-Based Instruction learners are expected to communicate thought,form concepts and master theorems by drawing, 'showed with and used hands', talking and writing. Learners' performance is assessed by rubrics and is analysed using graphs. The findings of the empirical investigation revealed that learners of both grades 8 and 9 cannot communicate thought by any media (talking, writing, 'showed with and used hands' and drawing). A few learners formed a few concepts and mastered theorems. On the basis of the findings and the shortcomings of the study recommendations are made.