https://ir.unisa.ac.za/handle/10500/6424 Wed, 13 May 2026 05:54:54 GMT 2026-05-13T05:54:54Z https://ir.unisa.ac.za/handle/10500/32362 Learner’s problem solving abilities in Grade 11 Euclidean geometry tasks Mahlangu-Olorunfemi, Catherine Lindiwe The aim of this study was to explore Grade 11 learners’ problem-solving abilities that are manifest when they solve Euclidean geometry tasks. Additionally, this study evaluated the levels of problem-solving ability they operated within. The investigation was underpinned by the Polya problem-solving model. Through this model, the learners’ problem-solving abilities that guided them to solve the related problem-solving task were analysed and interpreted. The study used a qualitative method of enquiry and followed a case study research approach. Participants consisted of 63 Grade 11 mathematics learners from two different schools which were selected through convenience sampling. This study used two instruments to collect data, namely, the Euclidean geometry task and semi-structured interviews. The study revealed that 69.8% of participants had low problem-solving abilities, while 28.6% of participants had average problem-solving abilities. Only 1.6% of participants had high problem-solving abilities. In addition, the researcher was able to identify participants’ misconceptions and errors. It is anticipated that this study will make a valuable contribution to the enhancement of learners' proficiency in problem-solving skills, specifically in the domain of Euclidean geometry, as well as their overall performance in mathematics. Wed, 01 Nov 2023 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32362 2023-11-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32352 The effect of problem-centred teaching approach on learners’ mathematical performance in Grade 7 algebraic expressions Ndebele, Jane The poor performance of South African grade 7 learners in mathematics motivated this study. The mathematical domain of algebraic expressions in grade 7 has been identified as one of the challenging topics contributing to learners’ high failure rate. The teaching strategies that teachers use during mathematics lessons influence the level of understanding of their learners. Traditional teaching methods (TTM) employed by mathematics teachers have been identified as one of the reasons for the observed instances of failure rate. This study investigated the comparative effect of a problem-centred teaching approach (PCTA) on the performance of grade 7 learners in algebraic expressions, in relation to TTM. Six primary schools participated in the study, with two schools in the pilot study and four schools in the main study. A total of n=311 learners participated in the main study, with n=154 learners from two schools forming the control group, and n=157 learners from the other two schools forming the experimental group. Four teachers from the four schools took part in the study. The study employed a mixed methods research approach, consisting of a quasi-experimental approach with a non-equivalent control group using pre- and post-test design. The study employed both qualitative and quantitative methods in collecting and analysing data, using a performance test at pre- and post-testing stages, teacher questionnaires, semi-structured interviews with teachers, and a lesson observation schedule. The quantitative data were analysed using Statistical Package for Social Sciences (SPSS). Data from the lesson observations and the semi-structured interviews were analysed qualitatively and were used in answering some of the research questions. The information gathered through the questionnaires was coded and run on SPSS for analysis. The output was used in answering the first two research questions. The constructivist learning theory framed this study together with Pólya’s problem-solving model used when implementing the PCTA. Analysis of results using the analysis of covariance (ANCOVA) revealed that there was a statistically significant difference between the performance of the learners taught using PCTA and those taught using TTM. Learners taught using the PCTA performed better than those in the control group at the post-testing stage. The PCTA was deemed to be superior to TTM in teaching algebraic expressions in grade 7. Sat, 01 Jun 2024 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32352 2024-06-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32350 Using a smart noise regulator to mitigate learners’ poor performance in Grade 10 mathematics classrooms Hagoramagara, Franco This study was both a development and an evaluation study whose aim was to design a Smart Noise Regulator (SNR) technological device and assess its potential in monitoring extraneous noise in mathematics classrooms, with a view of increasing efficiency of teacher control of classroom learning environments. Learners’ classroom noise has been identified to impact on their mathematical performance. Using a technological device, named the Smart Noise Regulator (SNR), this study aimed to mitigate learners’ poor performance in Grade 10 mathematics. The SNR device, which was developed in this study, was designed to generate a signal to learners when their noise level exceeded an appropriate level in each phase of a mathematics lesson. The study explored five main variables associated with learners’ poor performance in mathematics, namely, classroom noise level, inappropriate classroom behaviour, extraneous cognitive load (ECL), learners’ motivation to engage in the lesson, and teaching and learning time. The SNR device was largely infused into a series of single experimental research designs using a multiple-baseline and A-B-A-B designs for three successive years. Study participants consisted of 205 learners and their six mathematics teachers. Six Grade 10 mathematics classes were sampled from a population of 30 schools and two stages of cluster sampling were used. The participating group was drawn from three clusters, each of which had a different environmental noise sources identified as follows: ten schools were closest to the railway line, ten schools were within the inner-city proximity, and ten schools had the oldest school buildings assumed to be possibly subjected to noise from loose decaying building structures. Data related to the noise level were captured using the sound level meter with a computer software and the lesson observation instruction guideline. Data sought to determine numbers and types of mathematics errors that the learners made in three type of tests administered to them in the classroom that was controlled by SNR device, with the noise level range of 50 to 60 dBA and the classroom without the SNR device with the noise level ranging from 70 to 80 dBA. The analysis of the combined data from six schools revealed that the use of SNR device in a mathematics lesson had resulted in an average of 4,8% reduction of classroom noise. Learners’ accuracy in responding to algebraic tasks, Euclidean geometry and basic and mental calculations increased by 23% when the SNR device was used. Incorrect answers decreased by 16% when the SNR device was used. About 22.3% of learners’ responses indicated that a noise-infested environment of 70 to 80 dBA seemed to imposed relatively undesirable constraints to effective learning when compared with a noise environment of 50 to 60 dBA when the SNR device was used. Thu, 08 Jul 2021 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32350 2021-07-08T00:00:00Z https://ir.unisa.ac.za/handle/10500/32285 Exploring teachers’ views on utilising digital technology to teach grade 11 Euclidean geometry Mmadisepitsana, Annah Montji Digital technology is recommended by researchers to have the potential to support the effective teaching of Euclidean geometry for meaningful learning. However, the availability and reliability of digital technologies, training, and support of teachers on utilisation of digital technology were regularly mentioned as factors influencing teacher’s effective integration of digital technology in teaching. This study is interpretivist inclined qualitative, descriptive single case study that explored teachers’ views on utilising digital technology to teach grade 11 Euclidean Geometry. Technological Pedagogical Content Knowledge (TPACK) as integrated into network society theory, underpinned the study. The Network Society Technological pedagogy and content theory (NetSo – T) emerged as a framework of focus in this study. The research process comprised of document analysis of NSC diagnostic reports, observations, one-on-one, face-to-face and focus group interviews were used to engage the participants. Nine grade 11 teachers from eleven schools in Ekurhuleni North District, Gauteng province of South Africa were purposively sampled as participants of the current study. The content analysis method was used for data analysis. The findings revealed that (i) mathematics classrooms are equipped with some digital technology resources including smartboards, interactive whiteboards, laptops, projectors regardless of the schools’ location; (ii) the mathematics teachers possessed relevant skills and practices of utilising digital technology to teach Euclidean geometry (iii) teachers perceive the utilisation of digital technology to teach as useful in relation to time efficiency, accuracy in drawing the geometric diagrams, recording for future reference, and accessing more content online, and (iv) challenges towards efficient utilisation of digital technology in teaching Euclidean geometry include regular electric power out-ages, insufficient training on the utilisation of digital technologies to teach and limited resources that must be shared. This study emphasises that there is a need for more training and support for mathematics teachers on how to utilise digital technologies for teaching mathematics. Furthermore, the current study argues that teachers’ networking with other communities of learning within and outside their schools strengthen the possibility of effective utilisation of digital technology in teaching Euclidean geometry. The training and support of teachers on the utilisation of digital technology for teaching Euclidean geometry effectively remain the key element for teacher empowerment. In addition, a focused and content specific training on the utilisation of digital technology is needed more than the general usage and operation of the gadgets. Sun, 01 Dec 2024 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32285 2024-12-01T00:00:00Z