About this paper

Appears in:
Pages: 75-85
Publication year: 2020
ISBN: 978-84-09-17979-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2020.0043

Conference name: 12th International Conference on Education and New Learning Technologies
Dates: 6-7 July, 2020
Location: Online Conference

STUDENTS’ ALTERNATIVE CONCEPTIONS AND MISUNDERSTANDINGS WHEN LEARNING GEOMETRY. A SOUTH AFRICAN PERSPECTIVE

S.M. Chiphambo, N.N. Feza

Walter Sisulu University (SOUTH AFRICA)
There is plenty of literature that presents difficulties demonstrated by students in learning geometry. Geometry is one of the areas of mathematics that challenges students a lot, however, at its heart is exploring and understanding space. This space is first encountered by students from conception. This paper contributes to the literature by investigating the teachers’ role in developing geometric concepts, highlighting students’ alternative geometric vocabulary, conceptual, terminology misunderstandings and their demonstrated challenges. This paper is part of a larger project that focused on numerous elements of developing geometric knowledge; however the paper only focuses on Grade 8 students’ alternative geometric understanding with the aim of informing instruction. Using the diagnostic test and reflective tests we traced alternative geometric vocabulary, conceptual and terminology misunderstandings. We targeted three groups of students based on the diagnostic test’s results (three high, three average and three low achievers). The responses to the diagnostic and reflective tests which focused on properties of triangles provided the data for the study. Van Hiele theory provided the lens for the study. A qualitative approach was used to analyse the performance of the students in the diagnostic and reflective tests. The findings show that daily reflective tests can serve as essential tools in helping that mathematics teacher discover more and more in-depth students’ alternative geometric vocabulary, conceptual and terminology misunderstandings. In conclusion this paper recommends mathematics teachers to make optimal use of diagnostic and reflective tests to guide them in identifying students alternative geometric vocabulary, conceptual and terminology misunderstandings in learning geometry. The discovery of students’ alternative geometric vocabulary, conceptual and terminology misunderstandings can help mathematics teachers to design intervention activities that allow the enhancement of students’: self-exploration of geometric ideas, geometric language proficiency, geometric concepts and terminology.
@InProceedings{CHIPHAMBO2020STU,
author = {Chiphambo, S.M. and Feza, N.N.},
title = {STUDENTS’ ALTERNATIVE CONCEPTIONS AND MISUNDERSTANDINGS WHEN LEARNING GEOMETRY. A SOUTH AFRICAN PERSPECTIVE},
series = {12th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN20 Proceedings},
isbn = {978-84-09-17979-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2020.0043},
url = {http://dx.doi.org/10.21125/edulearn.2020.0043},
publisher = {IATED},
location = {Online Conference},
month = {6-7 July, 2020},
year = {2020},
pages = {75-85}}
TY - CONF
AU - S.M. Chiphambo AU - N.N. Feza
TI - STUDENTS’ ALTERNATIVE CONCEPTIONS AND MISUNDERSTANDINGS WHEN LEARNING GEOMETRY. A SOUTH AFRICAN PERSPECTIVE
SN - 978-84-09-17979-4/2340-1117
DO - 10.21125/edulearn.2020.0043
PY - 2020
Y1 - 6-7 July, 2020
CI - Online Conference
JO - 12th International Conference on Education and New Learning Technologies
JA - EDULEARN20 Proceedings
SP - 75
EP - 85
ER -
S.M. Chiphambo, N.N. Feza (2020) STUDENTS’ ALTERNATIVE CONCEPTIONS AND MISUNDERSTANDINGS WHEN LEARNING GEOMETRY. A SOUTH AFRICAN PERSPECTIVE, EDULEARN20 Proceedings, pp. 75-85.
User:
Pass: