Exploring pre-service teachers' knowledge of proof in geometry.
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Date
2012
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Abstract
Over the past years geometry has posed a challenge to most learners in South African
schools. The Government, in particular the Department of Basic Education (DBE), have
tried and are still trying to implement new innovations and strategies for teaching
mathematics more effectively. South Africa has experienced many changes in
mathematics curriculum with an aim of placing the country on an equal footing with
countries globally. This study was conducted while there was the implementation of the
new Curriculum and Assessment Policy Statement (CAPS), which reinstated the
geometry section within the curriculum. Geometry was relegated to an optional paper in
mathematics in 2006, 2007 and 2008 in Grades 10, 11 and 12 respectively.
This study is framed within the theoretical framework lens of social constructivism and
situated learning, and is located within the qualitative research paradigm. It takes the
form of survey research in one of the universities in KwaZulu-Natal, South Africa. This
university is referred to as the University of Hope (UOH) in this study to protect its
identity. The main aim of this study was to explore the pre-service teachers' (PSTs)
knowledge of proof in geometry. The study used qualitative analysis of data generated
through a survey questionnaire, task-based worksheets and semi-structured interviews
for both the focus group and individual interviews.
In total 180 PSTs completed task-based worksheets. Within this group of 180 students,
47 were 4th year students, 93 were 3rd year and 40 were 2nd year students. After the
analysis of a task-based worksheet, a total of 20 participants from the 3rd and 4th year
were invited to participate in focus group interviews.
The findings of the study exhibit that the PSTs have very little knowledge of proof in
geometry. The study revealed that this lack of the knowledge stems from the knowledge
proof in geometry the PSTs are exposed to at school level.
Description
Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.
Keywords
Geometry--Study and teaching--South Africa., Teachers--Training of--South Africa., Theses--Education.