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Exploring mathematics learners’ problem-solving skills in circle geometry in South African schools : (a case study of a high school in the Northern Cape Province)

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dc.contributor.advisor Faleye, Sunday
dc.contributor.author Abakah, Fitzgerald
dc.date.accessioned 2021-05-26T10:36:00Z
dc.date.available 2021-05-26T10:36:00Z
dc.date.issued 2019-10
dc.date.submitted 2021-05-26
dc.identifier.uri http://hdl.handle.net/10500/27360
dc.description.abstract This study examined “problem solving skills in circle geometry concepts in Euclidean Geometry. This study was necessitated by learners’ inability to perform well with regards to Euclidean Geometry in general and Circle Geometry in particular. The use of naturalistic observation case study research (NOCSR) study was employed as the research design for the study. The intervention used for the study was the teaching of circle geometry with Polya problem solving instructional approach coupled with social constructivist instructional approach. A High School in the Northern Cape Province was used for the study. 61 mathematics learners (grade 11) in the school served as participants for the first year of the study, while 45 mathematics learners, also in grade 11, served as participants for the second year of the study. Data was collected for two consecutive years: 2018 and 2019. All learners who served as participants for the study did so willingly without been coerced in any way. Parental consent of all participants were also obtained. The following data were collected for each year of the research intervention: classroom teaching proceedings’ video recordings, photograph of learners class exercises (CE), field notes and the end-of-the- Intervention Test (EIT). Direct interpretations, categorical aggregation and a problem solving rubric were used for the analysis of data. Performance analysis and solution appraisal were also used to analyse some of the collected data. It emerged from the study that the research intervention evoked learners’ desire and interest to learn circle geometry. Also, the research intervention improved the study participants’ performance and problem solving skills in circle geometry concepts. Hence, it is recommended from this study that there is the need for South African schools to adopt the instructional approach for the intervention: Polya problem solving instructional approach coupled with social constructivist instructional approach, for the teaching and learning of Euclidean geometry concepts. en
dc.format.extent 1 online resource (xi, 117 leaves) : illustrations (some color), graphs en
dc.language.iso en en
dc.subject Advanced mathematical thinking en
dc.subject Euclidean Geometry en
dc.subject Van Hiele levels of geometric leaning model en
dc.subject Problem solving en
dc.subject Polya problem-solving approach en
dc.subject.ddc 516.15207126871
dc.subject.lcsh Geometry -- Study and teaching (Secondary) -- South Africa -- Northern Cape -- Case studies en
dc.subject.lcsh Circle -- Study and teaching (Secondary) -- South Africa -- Northern Cape -- Case studies en
dc.subject.lcsh Mathematics -- Study and teaching (Secondary) -- South Africa -- Northern Cape -- Case studies en
dc.subject.lcsh Problem solving -- Study and teaching (Secondary) -- South Africa -- Northern Cape -- Case studies en
dc.subject.lcsh Problem solving in children -- Ability testing -- South Africa -- Northern Cape -- Case studies en
dc.subject.lcsh Education, Secondary -- South Africa -- Northern Cape -- Case studies en
dc.title Exploring mathematics learners’ problem-solving skills in circle geometry in South African schools : (a case study of a high school in the Northern Cape Province) en
dc.type Dissertation en
dc.description.department Mathematics Education en
dc.description.degree M. Sc. (Mathematics Education)


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