- Title
- The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools
- Creator
- Atebe, Humphrey U, Schafer, Marc
- Subject
- To be catalogued
- Date
- 2019
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/484275
- Identifier
- vital:78891
- Identifier
- https://doi.org/10.1080/10288457.2011.10740712
- Description
- The purpose of this qualitative case study involving six secondary school teachers was to obtain insight into how geometry is taught in selected Nigerian and South African high schools. It also aimed, by making use of the van Hiele model of geometry instruction, to elucidate what possible learning opportunities observed instructional methods could offer learners in the subject. The sample comprised three mathematics teachers from Nigeria and three mathematics teachers from South Africa, all of whom were selected using purposive sampling techniques. Instructional activities in six geometry classrooms were recorded on videotape. The van Hiele learning phases provided the framework for data analysis. The findings of this study indicate that observed teaching methods in geometry classrooms in the participating schools offer learners scant opportunity to learn geometry. In comparative and relative terms, however, the observed instructional methods in geometry classrooms within the South African subsample offer greater opportunities for the learners to learn geometry than observed teaching methods in geometry classrooms within the Nigerian subsample. The tentative conclusion drawn is that learners whose instructional experiences align approximately with the van Hiele phases of learning demonstrate a better understanding of geometric concepts than their counterparts whose geometry classroom instructional experiences deviate significantly from the van Hiele model. Certain images of teaching evident in the videotaped lessons are discussed and some recommendations offered.
- Format
- 13 pages, pdf
- Language
- English
- Relation
- African Journal of Research in Mathematics, Science and Technology Education, Atebe, H. U. and Schäfer, M. (2011) ‘The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools’, African Journal of Research in Mathematics, Science and Technology Education, 15(2), pp. 191–204. doi: 10.1080/10288457.2011.10740712, African Journal of Research in Mathematics, Science and Technology Education volume 15 number 2 191 204 2019 1811-7295
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
- Person PID
- https://orcid.org/0000-0003-3987-770X
- Hits: 39
- Visitors: 42
- Downloads: 2
Collections
RU DST/NRF SARChI for Mathematics Education
Schafer, Marc (Prof)
RU Department of Education
SDG 04. Quality Education
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