Abstract
The purpose of this study was to explore geometry spatial mathematical reasoning in Grade nine Annual National Assessments, South Africa. Conceptual Blending was the guiding theory. Document analysis within the exploratory case study was used to explore available data, the 2014 Annual National Assessment learners’ scripts (n=1250). Results revealed that on average 70.5 percent of the total number of learners remembered and blended irrelevant prior knowledge not reflective to the contexts of the geometry problems. For learners who recalled the correct prior knowledge, its manipulation was either fragmented or irrelevant. The use of recalled information in wrong contexts could be due to the incorrect manipulation of the meaning of the problems. Also, responses reveal challenges on the quality of mathematics education on geometry. Therefore, the teaching and learning of geometry should focus on empowering learners with skills of recalling, blending and on manipulating problems in their contexts.
Highlights
Geometry spatial mathematical reasoning refers to the way spaces of different shapes are conceptualised (Clements & Battista, 1994)
They recalled, manipulated and blended spatial geometry mathematical reasoning that was not relevant to the context of the problems. Those who partially answered, recalled relevant prior knowledge, the blended spatial mathematical reasoning was fragmented due to incorrect manipulation that was inconsistent with the context of the problem
The results indicate that the Adaptive Reasoning (AR) and Conceptual Blending (CB) were defective resulting in fragmented spatial geometry mathematical reasoning (Zandieh et al, 2014)
Summary
Geometry spatial mathematical reasoning refers to the way spaces of different shapes are conceptualised (Clements & Battista, 1994). Geometry is the study of spatial objects’ properties, the interrelatedness of its concepts, their transformations in space and a system of axioms based on mathematical representations (Lehrer, 2012). Spatial objects are defined by an interconnectedness of a set of geometry ideas (Battista, 1990) They occupy space and have a defined shape (Lehrer, 2012). The geometry curriculum is conveyed through teaching and learning of four tenets: (1) studying the spatial features of the physical world; (2) use as a tool to explain the abstract invisible mathematical concepts and connections; (3) conceptualisation, representing, and manipulation of spatial figures; and (4) the formulation of formal axioms (Usiskin, 1987)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
