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Errors Displayed by Learners in the Learning of Grade 11 Geometry
| Content Provider | Semantic Scholar |
|---|---|
| Author | Makhubele, Yeyisani Evans Nkhoma, Pentecost Luneta, Kakoma |
| Copyright Year | 2015 |
| Abstract | Geometry is one of the topics that a number of studies have identified as problematic to learners despite the fact that it is also the most practical useable form of mathematics at all grades. The aim of this study was to establish the kind of errors learners display when responding to specific Euclidean Geometry questions. It used the van Hiele levels of geometrical thought as a theoretical framework to understand and gauge learners’ knowledge of Geometry. This research was conducted in grade 11 at a high school in Bushbuckridge (Bohlabela district, Manyeleti Circuit) in Mpumalanga Province, in South Africa. The study used data from 30 randomly selected learners out of a total of 265. A Geometry grade 11 test served as an instrument. Content analysis of learners written responses was used to extract data from learners’ scripts. The data was then coded with predetermined categories. This study found that learners misapplied rules, demonstrated signs of weak conceptual knowledge in Geometry and had very weak problem-solving skills. This weakness spilled into their inability to solve proof problems. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://uir.unisa.ac.za/bitstream/handle/10500/22450/Yeyisani%20Makhubele%20,%20Pentecost%20Nkhoma%20,%20K.%20Luneta.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
