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. / Educational studies / M. Ed. (Didactics)

Text in English, abstract in English and Afrikaans / 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 teaching 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 characterised 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. / Die onderrig van Euclediaanse Meetkunde in swart Suid-Afrikaanse skole word gekenmerk aan onderwysers se swak kennis van die vak, asook die gebruik van onderrigmetodes wat op die leerder se geheue staatmaak. Hierdie studie ondersoek die sukses van leerders se prestasie in proses-gebasseerde ondenig. Proses-gebaseerde onderig word gekenmerk aan die geleidelike oordra van kennis, van die onderwyser na die leerder. Daar word van leerders verwag om gedagtes oor te dra, konsepte (begrippe) te verstaan en stellings onder die knie te kry deur middel van sketse, die gebruik van gebare, verbale verduideliking en skriftelike werk. Leerders se prestasie word geevalueer deur die gebruik van klassifisering in kolomme (rubrics) en word ge-analiseer deur gralieke. Die bevinding van die empieriese ondersoek het getoon dat leerders van sowel graad 8 as graad 9 nie gedagtes kan oordra deur enige van die gemelde metodes nie. 'n Paar leerders het wel enkele begrippe verstaan en kon stellings bemeester. Na aanleiding van die bevindings van die studie en die tekortkominge wat daardeur opgespoor is, word sekere voorstelle gemaak. / Didactics / M. Ed. (Didactics)

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. / Educational studies / M. Ed. (Didactics)

Text in English, abstract in English and Afrikaans / 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 teaching 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 characterised 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. / Die onderrig van Euclediaanse Meetkunde in swart Suid-Afrikaanse skole word gekenmerk aan onderwysers se swak kennis van die vak, asook die gebruik van onderrigmetodes wat op die leerder se geheue staatmaak. Hierdie studie ondersoek die sukses van leerders se prestasie in proses-gebasseerde ondenig. Proses-gebaseerde onderig word gekenmerk aan die geleidelike oordra van kennis, van die onderwyser na die leerder. Daar word van leerders verwag om gedagtes oor te dra, konsepte (begrippe) te verstaan en stellings onder die knie te kry deur middel van sketse, die gebruik van gebare, verbale verduideliking en skriftelike werk. Leerders se prestasie word geevalueer deur die gebruik van klassifisering in kolomme (rubrics) en word ge-analiseer deur gralieke. Die bevinding van die empieriese ondersoek het getoon dat leerders van sowel graad 8 as graad 9 nie gedagtes kan oordra deur enige van die gemelde metodes nie. 'n Paar leerders het wel enkele begrippe verstaan en kon stellings bemeester. Na aanleiding van die bevindings van die studie en die tekortkominge wat daardeur opgespoor is, word sekere voorstelle gemaak. / Didactics / M. Ed. (Didactics)