- Title
- Exploring grade 11 learners’ mathematical problem-solving skills using Polka’s model during the learning of Euclidean geometry
- Creator
- Hlupeni, Ratham
- ThesisAdvisor
- Schäfer, M.
- ThesisAdvisor
- Chikiwa, C.
- Subject
- Uncatalogued
- Date
- 2024-04-05
- Type
- Academic theses
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/436465
- Identifier
- vital:73274
- Description
- The skill of Problem-solving in Mathematics is very imperative. Poor performance by most South African learners in schools and international tests such as the Trends in International Mathematics and Science, calls for emphasis to be placed on problem-solving in the teaching and learning of Mathematics. Euclidean Geometry is perceived, especially by learners, to be one of the difficult components of Mathematics. Thus, the aim of this study was to explore and develop the mathematical problem-solving and geometric skills of Grade 11 learners in Euclidean Geometry. Polya’s model of problem-solving was employed in geometric skills development as a tool for intervention. The concepts Geometry and problem-solving formed the conceptual framework of the study, while the social cognitive theory constituted the theoretical framework. A case study was used as the main research method following a mixed method approach within an interpretivist paradigm. Purposive and convenience sampling methods were used in the selection of both the Mathematics class and the six learners whose work was further observed and analysed. Data about the geometric skills displayed by the learners was gathered using a moderated pre-intervention test; observations; document analysis; a moderated post-intervention test; and focus group interviews. Data was analysed quantitatively using descriptive statistics and qualitatively using thematic analysis. In the pre-intervention test, learners did not bring with them expected geometric skills to the classroom before they were introduced to grade11 Geometry content and when doing problem-solving during intervention, the four stages of model used were not necessarily following each other in a linear sequence with most of the learners not applying the fourth stage “look back”. In the post intervention test, the frequency of use and application of most geometric skills improved in comparison to the pre-intervention test; the frequency of correct and inappropriate application of the skills increased at the expense of incorrect application. Learners appreciated the four stages model and gave their views related to the challenged faced during the use of the four stages model and the challenges revealed include: practice related challenges, challenges specific to certain learners, concept related challenges, curriculum-related challenges, model application challenge, and context related challenges. The study concludes that the effective use of Polyas’ four stages model can yield great results in developing learners’ geometric and problem-solving skills. The study recommends that teachers give more attention to prior geometric knowledge, teaching of geometric theorems, teaching of geometric problem-solving, and the learning environment.
- Description
- Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
- Format
- computer, online resource, application/pdf, 1 online resource (190 pages), pdf
- Publisher
- Rhodes University, Faculty of Education, Secondary and Post School Education
- Language
- English
- Rights
- Hlupeni, Ratham
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | HLUPENI-MED-TR24-88.pdf | 3 MB | Adobe Acrobat PDF | View Details |