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ERIC Number: EJ1136347
Record Type: Journal
Publication Date: 2012-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0256-0100
Learners Engaging with Transformation Geometry
Bansilal, Sarah; Naidoo, Jayaluxmi
South African Journal of Education, v32 n1 p26-39 Feb 2012
This article reports on a qualitative, interpretivist study that focused on the use of visualisation and analytic strategies by Grade 12 learners when working with problems based on transformation geometry. The research was conducted with 40 learners from a Grade 12 class at one high school in the north Durban area of Kwazulu-Natal. Participants completed a written task and a smaller sample of the participants engaged in investigative semi-structured interviews with the researchers. The framework for the study was based on transformations of semiotic representations as well as the visualiser/analyser model. The findings revealed that most learners performed treatments in the analytic mode when responding to the tasks, and showed limited movement across the two modes which are essential for a deepening of understanding. The study identified one learner, however, who was able to move flexibly between the modes and who displayed a deep understanding of the concepts. The article concludes by recommending that opportunities need to be created for learners to engage in transformation geometry activities which emphasise conversion.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa