Grade 11 Students’ Reflections on their Euclidean Geometry Learning Experiences

Eric Machisi

doi:10.29333/ejmste/9672

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Eric Machisi ¹ ^*

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¹ University of South Africa, SOUTH AFRICA^* Corresponding Author

Abstract

The teaching of Euclidean geometry is a matter of serious concern in South Africa. This research, therefore, examined the Euclidean geometry learning experiences of 16 Grade 11 students from four South African secondary schools. Data were obtained using focus group discussions and student diary records. Students who were taught using a Van Hiele theory-based approach reported positive learning experiences in Euclidean geometry, while those who were taught using conventional methods reported negative learning experiences. It was concluded that the Van Hiele theory-based approach seems to meet students’ needs better than conventional approaches in learning Euclidean geometry. The use of unconventional teaching approaches such as Van Hiele theory-based instruction in the teaching and learning of Euclidean geometry is therefore recommended. Furthermore, teachers should give students an opportunity to evaluate the teaching approaches used in mathematics classrooms. Student input will help teachers change their teaching methods to suit the needs of the students.

Keywords

conventional instruction
Euclidean geometry
students’ reflections
Van Hiele theory-based instruction

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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, 2021, Volume 17, Issue 2, Article No: em1938

https://doi.org/10.29333/ejmste/9672

Publication date: 03 Feb 2021

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Article Downloads: 3933

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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APA

Machisi, E. (2021). Grade 11 Students’ Reflections on their Euclidean Geometry Learning Experiences. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), em1938. https://doi.org/10.29333/ejmste/9672

Vancouver

Machisi E. Grade 11 Students’ Reflections on their Euclidean Geometry Learning Experiences. EURASIA J Math Sci Tech Ed. 2021;17(2):em1938. https://doi.org/10.29333/ejmste/9672

AMA

Machisi E. Grade 11 Students’ Reflections on their Euclidean Geometry Learning Experiences. EURASIA J Math Sci Tech Ed. 2021;17(2), em1938. https://doi.org/10.29333/ejmste/9672

Chicago

Machisi, Eric. "Grade 11 Students’ Reflections on their Euclidean Geometry Learning Experiences". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 2 (2021): em1938. https://doi.org/10.29333/ejmste/9672

Harvard

Machisi, E. (2021). Grade 11 Students’ Reflections on their Euclidean Geometry Learning Experiences. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), em1938. https://doi.org/10.29333/ejmste/9672

MLA

Machisi, Eric "Grade 11 Students’ Reflections on their Euclidean Geometry Learning Experiences". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 2, 2021, em1938. https://doi.org/10.29333/ejmste/9672