Abstract
Trigonometry is currently an examinable section in the subject mathematics and is assessed in grade 12 examinations. This addresses the challenge that teachers’ knowledge and the supply of quality learning support material is inadequate in the area of trigonometry in secondary schools. The purpose is to determine how mathematical models/manipulatives help grade 12 learners adopt more interactive approaches toward the learning of three-dimensional trigonometric problems and whether the use of models improves the learning of mathematics. The study uses a qualitative approach with a case study research design. The interpretive paradigm framed the analysis of the learners’ interactions with the mathematical manipulatives. The study was carried out at a school in KwaZulu-Natal (n=16) in South Africa. Grade 12 mathematics learners participated in the research, engaging in qualitative assessments in structured activity worksheets consisting of questions on 3-dimensional trigonometric problems and semi-structured interviews. Findings emanating from the data analysis reveal that the use of manipulatives is beneficial to learners when solving 3D trigonometric problems. The findings suggest that the use of manipulatives shows a reduction in task difficulty by linking the concrete to the abstract and manipulatives encourage mathematical fluency.
Presenters
Caresse NiranjanLecturer, Department of Mathematics Education, Unisa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Abstract, Activity, Concrete, Constructivism, Manipulatives, School, Mathematics, Three-Dimensional, Trigonometry-Problems
