Exploring Grade Nine Geometry Spatial Mathematical Reasoning in the South African Annual National Assessment
Zwelithini Bongani Dhlamini 1 * , Kabelo Chuene 1, Kwena Masha 2, Israel Kibirige 1
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1 Department of Mathematics Science and Technology Education, University of Limpopo, SOUTH AFRICA2 Center of Academic Excellence, University of Limpopo, SOUTH AFRICA* Corresponding Author


The purpose of this study was to explore geometry spatial mathematical reasoning in Grade nine Annual National Assessments, South Africa. Conceptual Blending was the guiding theory. Document analysis within the exploratory case study was used to explore available data, the 2014 Annual National Assessment learners’ scripts (n=1250). Results revealed that on average 70.5 percent of the total number of learners remembered and blended irrelevant prior knowledge not reflective to the contexts of the geometry problems. For learners who recalled the correct prior knowledge, its manipulation was either fragmented or irrelevant. The use of recalled information in wrong contexts could be due to the incorrect manipulation of the meaning of the problems. Also, responses reveal challenges on the quality of mathematics education on geometry. Therefore, the teaching and learning of geometry should focus on empowering learners with skills of recalling, blending and on manipulating problems in their contexts.


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, 2019, Volume 15, Issue 11, Article No: em1772


Publication date: 23 May 2019

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