Grade 8 Learners’ Impediments When Learning Geometry: A Case Of One High School, Eastern Cape South Africa
(1) Department of Mathematics, Science and Technology Education, Walter Sisulu University, South Africa
(*) Corresponding Author
Abstract
The study aimed to identify and understand the specific challenges that Grade 8 learners face in learning geometry within the context of one high school in the Eastern Cape region of South Africa. The study explores Grade 8 learners’ impediments when learning geometry. The study uses van Hiele’s geometric thinking theory which provides the framework for how learners learn geometry. The study employed a qualitative approach guided by the case study design and subjected textual qualitative data to thematic content analysis. Nine Grade 8 learners were purposely selected from the cohort of 56 learners using diagnostic test results. The study reveals impediments that inhibit learners from performing well in geometry, such as lack of mathematical language proficiency, failure to make meaning of the mathematical concepts and terminology, lack of English language proficiency, poor teaching methods, and learners’ negligence of mathematical rules. The study recommends mathematics teachers implement language support strategies for learners, develop learners’ conceptual understanding of geometry, emphasize symbolic representation when teaching, support learners’ English language development, engage learners with geometry rules, make use of differentiated instruction, promote a growth mindset, and ask the Department of Education to provide professional development for educators.
Keywords
Full Text:
PDFReferences
Abakah, F. & Brijlall, D. (2022). High School Learners’ Challenges in Solving Circle Geometry Problems. International Journal of Sciences and Research, 78 (12/1), pp. 135-156. https://doi.org/10.21506/j.ponte.2022.12.9
Abdullah, A. H., Abidin, N. L. Z., & Ali, M. (2015). Analysis of learners' errors in solving higher-order thinking Skills (HOTS) problems for the topic of fractions. Asian Social Science, 11(21), 133. http://dx.doi.org/10.5539/ass.v11n21p133
Alex, J. K., & Mammen, K. J. (2012). A survey of South African grade 10 learners’ geometric thinking levels in terms of the Van Hiele theory. The Anthropologist, 14(2), 123-129. https://doi.org/10.1080/09720073.2012.11891229
Andamon, J. C., & Tan, D. A. (2018). Conceptual understanding, attitude and performance in mathematics of grade 7 students. International Journal of Scientific & Technology Research, 7(8), 96-105. https://bit.ly/3uY07lW
Barut, M. E. O., & Retnawati, H. (2020, August). Geometry learning in vocational high school: Investigating the students’ difficulties and levels of thinking. In Journal of Physics: Conference Series (Vol. 1613, No. 1, p. 012058). IOP Publishing. https://doi.org/10.1088/1742-6596/1613/1/012058
Bombio, W., & Del Rosario, A. L. (2022). English Language Proficiency and Geometric Proof Skills of Students. International Journal of Science, Technology, Engineering and Mathematics, 2(2), 29-47. https://ssrn.com/abstract=4129547
Chiphambo, S. M., & Feza, N. N. (2020). Students’ alternative conceptions and misunderstandings when learning geometry. A South African perspective. In EDULEARN20 Proceedings (pp. 75-85). IATED. https://doi.org/10.21125/edulearn.2020.0043
Chiphambo, S. M., & Mtsi, N. (2021). Exploring grade 8 students’ errors when learning about the surface area of prisms. Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1985. https://doi.org/10.29333/ejmste/10994
Clements, D. H., & Battista, M. T. (1991). Van Hiele Levels of Learning Geometry. Paper presented at the International Group for the Psychology of Mathematics Education., Assisi, Italy. https://files.eric.ed.gov/fulltext/ED413162.pdf
Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of Mathematics Teacher Education, 14(2), 133–148. https://doi.org/10.1007/s10857-011-9173-0
İbili, E., Çat, M., Resnyansky, D., Şahin, S., & Billinghurst, M. (2020). An assessment of geometry teaching supported with augmented reality teaching materials to enhance students’ 3D geometry thinking skills. International Journal of Mathematical Education in Science and Technology, 51(2), 224-246. https://doi.org/10.1080/0020739X.2019.1583382
Iftanti, E., Zahroh, U., & Musrikah. (2021). Correlation among semantic, syntactic, pragmatic, and cognitive barriers towards accuracy geometry proofs. English Review: Journal of English Education, 10(1), 309-322. https://doi.org/10.25134/erjee.v10i1.5711
Kenig, C. E. (2020). The International Mathematical Union (IMU) at 100. Notices of the American Mathematical Society, 67(3). : https://dx.doi.org/10.1090/noti2050
Kuzle, A. (2022, February). The teaching of geometry in primary education: Is geometry still neglected in school mathematics?. In Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (No. 05). https://hal.science/hal-03751494v3
Le, H. Q., & Kim, J. I. (2017, February). An augmented reality application with hand gestures for learning 3D geometry. In 2017 IEEE International Conference on big data and smart computing (BigComp) (pp. 34-41). IEEE. https://doi.org/10.1109/BIGCOMP.2017.7881712
Lin, H. C. K., Chen, M. C., & Chang, C. K. (2015). Assessing the effectiveness of learning solid geometry by using an augmented reality-assisted learning system. Interactive Learning Environments, 23(6), 799-810. https://doi.org/10.1080/10494820.2013.817435
Makhubele, Y. E. (2014). Misconceptions and resulting errors displayed by grade 11 learners in the learning of geometry.https://ujdigispace.uj.ac.za/
Michael, M. (2017). Assessing the effect of in-service training on teachers’ performance in secondary schools – Kasulu District, Tanzania (M.Ed. dissertation). Open University of Tanzania. http://repository.out.ac.tz/id/eprint/1973
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016b). TIMSS Advanced 2015 international results in advanced mathematics and physics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. Retrieved from: http://timssandpirls.bc.edu/timss2015/international-results/advanced/.
Naidoo, J., & Kapofu, W. (2020). Exploring female learners’ perceptions of learning geometry in mathematics. South African Journal of Education, 40(1), 1-11. https://doi.org/10.15700/saje.v40n1a1727
Newman, M. A. (1977b). An analysis of sixth-grade pupils' errors on written mathematical tasks. Victorian Institute for Educational Research Bulletin, 39, 31-43.
Ordiz, J. E. G., & Mecate, G. R. (2022). Clusters of prevalent patterns of geometric thinking levels among mathematics learners. Infinity, 11(1), pp. 77-86. https://doi.org/10.22460/infinity.v11i1.p77-86
Phaliso, L (2022). Diagnosing Learner Errors in Euclidean Geometry Problem-solving: A Case of Grade 11 Learners in Amathole East District. International Journal of Academic and Applied Research (IJAAR) 6(10), October - 2022, pp: 130-132. https://www.researchgate.net/publication/366167254_Diagnosing_Learner_Errors_in_Euclidean_Geometry_Problem-
_Solving_A_Case_of_Grade_11_Learners_in_Amathole_East_District
Sinclair, N., & Bruce, C. D. (2015). New opportunities in geometry education at the primary school. ZDM, 47, 319-329. https://dx.doi.org/10.1007/s11858-015-0693-4
Sudirman, S., Rodríguez-Nieto, C. A., Dhlamini, Z. B., Chauhan, A. S., Baltaeva, U., Abubakar, A., Jenius, O.M & Andriani, M. (2023). Ways of thinking 3D geometry: exploratory case study in junior high school students. Polyhedron International Journal in Mathematics Education, 1(1), 15-34. https://nakiscience.com/index.php/pijme
Van Hiele, P.M. (1999). Developing geometric thinking through activities that begin with play. Teaching children mathematics, 5(6), 310-316. https://doi.org/10.5951/TCM.5.6.0310
Widyasari, N., & Mastura, L. I. (2020). Improving Geometry Thinking Ability through Augmented Reality Based Learning Media. EduMa: Mathematics education learning and teaching, 9(1), 80-85. http://dx.doi.org/10.24235/eduma.v8i2.5304
DOI: http://dx.doi.org/10.30738/indomath.v7i2.106
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Shakespear Maliketi Chiphambo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
View My Stats