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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/970 |
| Date | 30 September 2002 |
| Creators | Kutama, Mulimisi Erdmann |
| Contributors | Wessels, D. C. J., Van Niekerk, H. M. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (iv, 183 leaves) |
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