Grade 11 Students' Reflections on Their Euclidean Geometry Learning Experiences

Autor/in	Machisi, Eric
Titel	Grade 11 Students' Reflections on Their Euclidean Geometry Learning Experiences
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 2, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Grade 11; High School Students; Student Attitudes; Geometry; Mathematical Logic; Mastery Learning; Secondary School Mathematics; Mathematics Instruction; Instructional Effectiveness; Teaching Methods; Learning Theories; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Geometrie; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The teaching of Euclidean geometry is a matter of serious concern in South Africa. This research, therefore, examined the Euclidean geometry learning experiences of 16 Grade 11 students from four South African secondary schools. Data were obtained using focus group discussions and student diary records. Students who were taught using a Van Hiele theory-based approach reported positive learning experiences in Euclidean geometry, while those who were taught using conventional methods reported negative learning experiences. It was concluded that the Van Hiele theory-based approach seems to meet students' needs better than conventional approaches in learning Euclidean geometry. The use of unconventional teaching approaches such as Van Hiele theory-based instruction in the teaching and learning of Euclidean geometry is therefore recommended. Furthermore, teachers should give students an opportunity to evaluate the teaching approaches used in mathematics classrooms. Student input will help teachers change their teaching methods to suit the needs of the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01