The unsatisfactory performance of learners m geometry specifically and mathematics in
general, as revealed in SACMEQ and TIMMS reports, is an indication of the difficulties
experienced by learner~ in dealing with geometry. In response to many years of learners'
challenges with geometry, the South African curriculum must advocate reforms in teaching strategies applied by educators to teach geometry.
The purpose of this study is to understand the challenges that educators face in the teaching of geometry in order to explore and recommend strategies of teaching geometry that will assist educators to improve learners' understanding of geometry in the senior phase. Grade six and nine mathematics results indicate that learners' performance in geometry is of poor standard.
This study was conducted in Moses Kotane West Area Office of the Not1h West Province of South Africa. A total number of 35 mathematics educators in 27 middle schools participated in the study by filling in questionnaires. Data were also collected through observation and interview. The constructivism theory provided a theoretical framework for the study. Data collected were analysed by using the Statistical Package for Social Sciences 17.0 (SPSS 17.0) programme and conclusions were drawn.
The study revealed that educators still used trad itional methods of teaching in the era of
Outcomes - Based Education (OBE) when teaching geometry to learners. Amongst others, teachers do not use the OBE principles such as learner-centred approach, teacher facilitation and integration of knowledge in assisting learners to understand geometry. For most of the participating schools, educators sti ll follow teaching by telling rather than engaging learners in their teach in g. Reasons advanced by teachers in sticking to using methods used before the introduction of OBE include lack of pedagogical content knowledge and learner-centred instructional methods. The teachers attribute the use of the traditional teaching methods to lack of proper training and also resistance to change. The study further revealed that the majority of educators' workshops are concentrated on algebra content knowledge and less on strategies that educators should use to teach geometry. Tn view of the findings in this study, some interactive teaching methods such as problem solving, visualisation and co-operative learning are recommended and could be used for further studies in order to achieve better application of teaching strategies for geometry in our schools. / Thesis (M. Ed) North-West University, Mafikeng Campus, 2011
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/14407 |
| Date | January 2011 |
| Creators | Kolokoto, John Bob |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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