The effects of manipulative objects as scaffolders in the context of learning grade 11 geometry
| dc.contributor.author | Jiyane, Mbekezeli Absolom | |
| dc.date.accessioned | 2023-03-14T10:10:57Z | |
| dc.date.available | 2023-03-14T10:10:57Z | |
| dc.date.issued | 2020 | |
| dc.description | A thesis submitted in fulfilment of the requirement for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education, Faculty of Education, at the University of Zululand, 2020. | en_US |
| dc.description.abstract | Although the poor performance of learners in geometry has been an issue of concern for mathematics researchers and teachers for decades, a solution to this problem has not yet been found. The majority of South African learners in the Further Education and Training (FET) phase in South Africa are unable to perform at the expected levels of Van Hiele’s model geometry thinking, namely, levels 3 and 4. Teaching strategies which promote memorisation as a type of learning, for example the lecture method, tend to hinder learners in reaching the expected levels of the model. Thus, the introduction of learning aids such as geoboards may help both in promoting active learning and in developing the relevant skills which learners require if they are to reach levels 3 (abstraction) and 4 (deduction). Thus, this study investigated the effects of manipulative objects as scaffolders towards the learning of selected geometry theorems in grade 11. This study was conducted on 24 eleventh grade learners in one of KwaZulu-Natal public schools found in King Cetshwayo District. Van Hiele’s theory was adopted to observe, examine and analyse the effects of manipulative objects on problemsolving, learners’ engagement time and the extent to which these objects can scaffold geometry learning in reaching levels 3 and 4 of the theory. Level 3 involves the application of geometry theorems while their proofs are done in level 4. Written tests, observations and semi-structured interviews were used to answer the following research questions: Does the incorporation of manipulative objects enable learners to engage in solving geometry problems? What effects do manipulative objects have on learners’ engagement time in geometry learning at grade 11? To what extent are manipulative objects able to scaffold learners in reaching level 3 and level 4 of Van Hiele’s model of geometry thinking? During this investigation, learners received instruction with manipulative objects. This study employed a mixed-methods sequential explanatory design. Quantitative data collected were analysed using Microsoft Excel while thematic analysis was used in the analysis of qualitative data. v Findings of this study revealed that manipulative objects enhanced learners’ problem-solving skills in geometry such that learners are able to perform at level 3 of Van Hiele’s model. The findings also revealed that spending least amount of time on verbal learning actions like asking and answering questions in the class may have negative effects on learners’ verbal communication as the majority of learners correctly answered level 3 questions but were unable to explain what they had written. Learners had difficulties with geometry proofs prior to and after the treatment which indicated that manipulative objects were unable to help learners reach level 4. These findings implied that to improve learners’ performance in geometry and help them reach level 3, manipulative objects should be used by mathematics teachers. However, to help learners with geometry proof, this study recommends that further investigation may focus on other forms of manipulatives as manipulative objects were unable to help learners with geometry proofs i.e. virtual manipulatives or manipulative objects which are different from the ones used in this study. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10530/2220 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Zululand | en_US |
| dc.subject | geometry | en_US |
| dc.subject | mathematics | en_US |
| dc.subject | South African learners | en_US |
| dc.subject | Further Education and Training (FET) | en_US |
| dc.title | The effects of manipulative objects as scaffolders in the context of learning grade 11 geometry | en_US |
| dc.type | Thesis | en_US |
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