Poor mathematics performance in South African schools is a major concern (Reddy et al.,
2014) and learners’ opportunity to learn is one of the concepts that needs to be explored in
schools (Dowd, Friedlander & Guajardo, 2014). Several authors (Gür, 2009; Ebert, 2017;
Rohimah & Prabawanto, 2019) state that learners believe that trigonometry is difficult and
abstract compared with the other topics of mathematics. Opportunity to learn (OTL) is
defined as the degree to which learners during instruction get exposed to the content of the
mathematics intended curriculum (Reeves & Muller, 2005).
The term “mathematical tasks” refers to classwork problems, homework problems, projects,
investigations and assignments. These tasks play a vital role in effective teaching and
learning. Learners’ OTL was explored according to the types and nature of tasks selected by
the teacher, and the pedagogical approach and strategies used by teachers and the influence
of these two aspects on the time spent on tasks and learner engagement. This study therefore
aimed to answer the research question about the extent to which mathematics tasks provided
Grade 10 learners an opportunity to learn trigonometry. A two-part conceptual framework
was used: the first part focused on the task selection in terms of its nature and cognitive
demand and the second part focused on the teacher-specific factors such as teachers’
approaches and strategies. The influence of these two parts on the implementation of the
tasks by the learners in terms of time-on-task and learner engagement was then described. A
qualitative approach was followed, and a descriptive case study was conducted with two
Grade 10 mathematics teachers from two formerly disadvantaged public schools in Gauteng
Province. A qualitative research approach was used in which document analysis and
classroom observations served as data collection techniques. A deductive analysis approach
was implemented.
The study revealed that teachers mainly gave learners recall-type and routine procedure
questions involving pure mathematics, which according to CAPS’ cognitive demands, are
classified as lower order thinking tasks. There was a lack of higher order mathematics tasks
that could have provided the learners with and OTL trigonometry effectively. The study
further revealed that both teachers’ approaches were dominated by a teacher-centred
approach where the focus was on the teachers and where teachers mainly used direct teaching
as teaching strategy where learners were directed to learn through memorisation and
recitation techniques. Although, due to the small sample, the study’s results cannot be generalised, I believe that
the findings will contribute to pre- and in-service teacher training, where teachers come to
realise the importance of appropriate mathematics tasks to contribute to learners’ OTL.
Moreover, the study’s findings highlight the need to engage the four cognitive levels, namely
knowledge (20%), routine procedures (35%), complex procedures (30%), and problem
solving (15%) in the types of tasks. The value of teachers’ choices regarding the teaching
approaches and strategies used should never be under-estimated. Future research could
possibly build on this study by examining the implementation of tasks to enhance learners’
in-depth understanding of trigonometry. / Dissertation (MEd)--University of Pretoria, 2021. / Science, Mathematics and Technology Education / MEd / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/80178 |
| Date | 05 1900 |
| Creators | Mahlangu, Thandi |
| Contributors | Botha, Jan Jakobus, mahlanguthandi980@gmail.com |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Rights | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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