Exploring the use of visual aids in teaching grade 7 geometry to enhance the learning experience

Abstract

This study addresses the use of visual aids in teaching geometry to enhance learners’ learning experience. This qualitative phenomenological study draws from Duval’s theory of semiotic representation which emphasises the alignment of symbolic, iconic and indexical representations in the connection of abstract mathematical concepts with practical and concrete learning experiences. Through purposive sampling, six teachers teaching Grade 7 mathematics were sampled and engaged in semi-structured interviews. Classroom observations were conducted to explore the teachers’ interaction with learners in their respective classrooms. This study shows that using semiotic representations in geometry supports learners’ interest and engagement, which in turn improves their understanding. This explains that the use of visual aids in teaching geometry impacts on the semiotic registers, that is, the visual, symbolic and verbal registers to enhance geometric cognitive understanding and knowledge retention. In addition, the findings show that visual aids help make abstract concepts tangible and support the development of deductive reasoning as a skill necessary for geometric problem-solving. The current study emphasise that the effective use of visual aids requires educators to align visual aids with curriculum goals, apply multi-representational strategies and differentiate instruction. Visual aids also promote equity by improving learners’ access to learning. Essentially, using visual aids to teach geometry leads to inclusive, and mind-emancipating experiences with far-reaching implications for pedagogy and education equity. In this study, recommendations emphasise practical and collaborative ways to improve the teaching of geometry using visual aids in South Africa, especially in under-resourced schools. Educators should use creative, low-cost materials and adapt visual aids to meet different learner needs in extreme cases where there is lack of resources. Schools should develop shared resource systems and build partnerships to access basic teaching tools. Thus, a combined effort by schools, education authorities, communities and the private sector is needed to improve resource access, promote equity towards effective teaching and meaningful learning in mathematics classrooms.