Utilization of Secondary School Students’ Geometrical Learning Outcome and Experiences Through Hypothetical Learning Trajectory In Delta State

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This study explores the application of Hypothetical Learning Trajectories (HLTs) in improving the teaching and learning of geometry among secondary school students in Delta State, Nigeria. Utilizing a thematic qualitative research design, the study examines how students’ progress through stages of geometric learning, the challenges they encounter, and the strategies they employ to solve problems. Data were collected from 200 students across eight schools through classroom observations and analysis of work samples. Findings reveal four distinct stages in students' geometric learning: Initial Understanding, Exploration and Identification, Application and Analysis, and Mastery and Problem Solving. Each stage underscores the gradual deepening of conceptual and problem-solving abilities. Challenges such as abstract understanding, cognitive overload, and difficulties translating visuals into mathematical language were identified, emphasizing the need for adaptive teaching strategies. Students employed diverse problem-solving strategies, including visualization, step-by-step approaches, and collaborative learning. These methods align with global pedagogical best practices and highlight the potential of HLTs to foster deeper understanding and engagement. However, limitations such as reliance on trial-and-error and resource constraints underscore areas for improvement. The study concludes that HLTs enhance students’ conceptual clarity, problem-solving confidence, and engagement in geometry. Recommendations include integrating visual aids, promoting collaborative exercises, employing hands-on and real-world applications, and leveraging digital tools to address cognitive challenges and resource limitations. By adopting these strategies, educators can create a more inclusive and effective geometry learning environment, contributing to improved student outcomes and broader pedagogical innovation. Keywords: Utilization, Secondary School Students, Geometrical Learning Outcome, Experiences Hypothetical Learning Trajectory, Delta State, Nigeria Ekwue, N. L, Ajaegba, N. M., Umukoro, P., Micheal Okeke, & Amos-Emeaso, P.C. (2024): Utilization of Secondary School Students’ Geometrical Learning Outcome and Experiences Through Hypothetical Learning Trajectory In Delta State. Journal of Advances in Mathematical & Computational Science. Vol. 12, No. 3. Pp 73-82. Available online at www.isteams.net/mathematicscomputationaljournal. dx.doi.org/10.22624/AIMS/MATHS/V12N4P6