Using ubuntu values to enhance disruptive pedagogies for effective and meaningful teaching of grade 12 Euclidean geometry

Abstract

Using a convergent mixed-methods parallel research design, this study explored how the use of Ubuntu values can enhance disruptive pedagogies for effective and meaningful teaching of Grade 12 Euclidean geometry. It employed the social interdependence theory [SIT], Ubuntu theory and the Van Hieles’ theory of geometric thinking as the theoretical lens. Quantitative data were collected using non-equivalent pre-test-post-test comparison group, while qualitative data were collected using classroom observation, semi-structured interviews, and document review. A sample of two Grade 12 mathematics teachers from two different rural schools of Cacadu Circuit Management Centre, Chris Hani West District of the Eastern Cape Province, South Africa, was purposively selected from a population of 20 Grade 12 mathematics teachers. Each of the two participants taught two groups of learners of less than 20 learners each from their school. One of the groups for each teacher was a control group and the other was an experimental group. Each control group was taught using traditional instructional strategies while the experimental group was taught using the Ubuntu values infused in the Dynamic Pairs Model. The Dynamic Pairs Model consisted of learners sitting in pairs whose composition changed every day. The quantitative data from the pre-test and the post-test were analysed using the independent samples t-test from the statistical package SPSS while qualitative data were thematically analysed. Results of the study indicate that: • Learners from each experimental group produced detailed and accurate solutions as they solved problems in Euclidean geometry as compared to their peers from the respective control group, • Overwhelming active participation was witnessed from learners from experimental groups as compared to their peers from control groups, • For each participant’s groups, there was a statistical difference between the test scores of the learners from the experimental group and their peers from the control group in the post-test. The statistical difference was in favour of the experimental group for each participant. • The geometric thinking levels of learners from the experimental groups were enhanced. The study recommends that mathematics teachers must be encouraged to incorporate Ubuntu values in the teaching of Euclidean geometry and other topics especially from lower grades, to use physical manipulatives in geometry teaching and to use Van Hiele’s theory in geometry teaching.