Exploring Geometry Teaching Model: Polygon Pieces and Dictionary Tools for the Model
Shakespear Maliketi Chiphambo 1 * , Nosisi Nellie Feza 1
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1 Walter Sisulu University, SOUTH AFRICA* Corresponding Author


Research reveals that many mathematics teachers find it difficult to stimulate learners' interest in learning geometry. One major reason suggested is that geometric concepts are not well conceptualised and comprehended by both learners and teachers. The study explored learners’ views on how polygon pieces and dictionary mediate learning of geometry. Nine Grade 8 learners were purposely selected from the cohort of 56 learners based on the diagnostic test results. By employing a qualitative approach through exploration data were gathered from semi- structured interviews and document analysis was implemented and reported in themes. The study found that polygon pieces with mathematics dictionary enhance learners’ learning of geometry through geometric inquiry. Polygon pieces assisted learners with geometric conceptualisation through cutting, constructing and measuring of angles and line segments. The dictionary enhanced learners’ geometric vocabulary by transferring informal vocabulary. We recommend mathematics teachers to integrate polygon pieces assisted by mathematics dictionary in the teaching and learning of mathematics.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 16, Issue 9, September 2020, Article No: em1874


Publication date: 22 Jun 2020

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