Abstract
Virtual reality has taken the world by storm over the past decade where learners are allowed to gain experiences that are not possible with ordinary teaching methods. The interactive technological devices such as GeoGebra have made Euclidean geometry easy to understand by learners. The current study aimed to investigate the use of technology in the teaching of Grade 12 Euclidean geometry. This study used a four-dimensional model for teaching with technology in the investigation. All responses were averaged and normalised to produce an index for the measurement of the effective technology use in teaching of Euclidean geometry in Grade 12. The learning style of students contributes significantly to the use of technology in classes, particularly the audio-visual learning style. Bloemfontein showed a high number of learners ready to be taught through technology. However, this is in opposition to the teachers in terms of their age groups and enthusiasm to use technology. In Botshabelo and Thaba Nchu areas that were previously resource-disadvantaged, the current government has ensured that technological teaching resources are available where unfortunately their usage is not satisfactory, ranging from ‘maybe used’ to ‘less use of technology’ in teaching of Euclidean geometry in classroom. The authorities are therefore advised to hold technology workshops for senior teachers, reduce class sizes and tighten security in schools to avoid connecting and disconnecting of technological devices from one classroom to another to avoid wastage of teaching time.
Highlights
Mathematics has always been a bridge between science and technology and between other subjects offered in formal education (UNESCO 2000)
The following are some of the advantages of this design and the reasons why it was chosen in the present study: firstly, it makes intuitive sense; secondly, it is mostly referred by novice researchers; thirdly, it has become a framework for thinking about mixed-methods research; and fourthly, it is an efficient design in which both types of data are collected during one phase of research at roughly the same time and each type of data could be collected and analysed separately and independently using the techniques traditionally associated with each data type (Creswell 2003)
The results of reliability test revealed a Cronbach’s alpha coefficient of 0.954, implying a high reliability of variable scores in three regions, the instrument used in the data collection
Summary
Mathematics has always been a bridge between science and technology and between other subjects offered in formal education (UNESCO 2000). Euclidean geometry in particular is a visual subject; students’ pen and paper diagrams have a limited scope in helping them make conjectures (Smith et al 2007). Conjectures are mathematical statements that appear to be true based on observations, but have not been formally proven yet (Oesterlé & Masser 2011). Stols (2012) points out that appropriate use of technological tools, such as dynamic geometry software, can enhance teaching of mathematics and conceptual development and enrich visualisation whilst laying a foundation for deductive proof. Mathspace (2016) defines deductive proof as a process of reasoning where a person makes conclusions based on previously known facts Stols (2012) points out that appropriate use of technological tools, such as dynamic geometry software, can enhance teaching of mathematics and conceptual development and enrich visualisation whilst laying a foundation for deductive proof. Mathspace (2016) defines deductive proof as a process of reasoning where a person makes conclusions based on previously known facts
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