Abstract
The teaching of Euclidean geometry is a matter of serious concern in South Africa. This research, therefore, examined the Euclidean geometry learning experiences of 16 Grade 11 students from four South African secondary schools. Data were obtained using focus group discussions and student diary records. Students who were taught using a Van Hiele theory-based approach reported positive learning experiences in Euclidean geometry, while those who were taught using conventional methods reported negative learning experiences. It was concluded that the Van Hiele theory-based approach seems to meet students’ needs better than conventional approaches in learning Euclidean geometry. The use of unconventional teaching approaches such as Van Hiele theory-based instruction in the teaching and learning of Euclidean geometry is therefore recommended. Furthermore, teachers should give students an opportunity to evaluate the teaching approaches used in mathematics classrooms. Student input will help teachers change their teaching methods to suit the needs of the students.
Highlights
Euclidean geometry is a key aspect of high school mathematics curricula in many countries around the world
The decision to bring Euclidean geometry back into the mainstream mathematics curriculum came after numerous studies concluded that university students who had not done Euclidean geometry at high school were weaker in their mathematical skills compared to their counterparts who had a geometry background
The purpose of this study is to provide a platform for students who participated in the quasi-experiment to present their views, feelings and attitudes towards Euclidean geometry on the basis of their learning experiences
Summary
Euclidean geometry is a key aspect of high school mathematics curricula in many countries around the world. The findings of this research demonstrate the importance of giving students an opportunity to evaluate the efficacy of teaching approaches used by mathematics teachers at high school level This was missing in previous studies on the impact of using Van Hiele theory-based instruction in teaching and learning Euclidean geometry. In an attempt to address some of the educators’ concerns, the South African Department of Basic Education (DBE) rolled out a programme to train educators across all provinces in the country, on the new mathematics content that came with the CAPS This included Euclidean geometry, Probability and Statistical regression. Dube (2016), added that in some instances, the CAPS training facilitators themselves seemed to lack adequate knowledge and skills needed to help educators to improve From this background, it is clear that there is urgent need to find ways to help teachers improve their teaching of Euclidean geometry in schools
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