Examining the gap between grade 11 mathematics teachers' content knowledge and its application in teaching Euclidean geometry in selected secondary schools in the Ugu District.

Abstract

This dissertation is an examination of the content knowledge of Grade 11 Mathematics teachers in the teaching of Euclidean Geometry in the Ugu District, KwaZulu-Natal. The study was motivated by the persistent poor performance of South African learners in Mathematics, particularly in Euclidean Geometry, which is a key component of the subject. The research aims to understand how Grade 11 Mathematics teachers use their content knowledge in the classroom. The theoretical framework for the study is the Van Hiele model, which describes a developmental progression of geometric understanding. The research adopted a qualitative approach with a multiple-case study design. Data was generated through tests and task-based interviews with ten Grade 11 Mathematics teachers from ten secondary schools. The findings indicate that poor performance in Euclidean Geometry is linked to teachers' lack of content knowledge and their inability to be innovative in lesson preparation and presentation. The study concludes that improving teachers' content knowledge and providing continuous professional development are critical to improving educational outcomes and fostering learner success in Euclidean Geometry. The recommendations include a need for further research on a larger scale and the implementation of accredited continuous professional development programs to address teachers' beliefs, attitudes, and practices.