Learner’s problem solving abilities in Grade 11 Euclidean geometry tasks

Abstract

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.