Mathematics teachers’ and learners’ experiences in the teaching and learning of grade 11 Euclidean geometry: case of Man’ombe Circuit, Limpopo Province, South Africa

Abstract

This study explored the instructional practices and classroom experiences of mathematics teachers in teaching Grade 11 Euclidean geometry. The research adopted a qualitative approach and a case study design, employing purposive sampling to select four Grade 11 mathematics teachers from four different secondary schools. Data was collected through lesson observations, document analysis, and semi-structured interviews developed by the researcher. The findings revealed that teachers employed a range of strategies, including scaffolded verbal instruction, the use of visual aids, peer collaboration, and structured problem-solving. However, they encountered significant challenges, such as learners’ weak foundational geometry skills, difficulties with geometric reasoning, low participation, and language-related barriers. The combination of scaffolded instruction and visual tools was identified as having strong potential to enhance learners’ comprehension of geometric concepts. The study recommends targeted professional development for teachers, the integration of ICT and concrete teaching aids, and a stronger focus on foundational geometry in earlier grades to support more effective teaching and improve learner engagement in Euclidean geometry.