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ERIC Number: EJ1250207
Record Type: Journal
Publication Date: 2020
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0228-0671
Do Not Fall into the Same Trap I Nearly Did: Experiences of a Mathematics Education PhD Student Researching the Triangle Proportionality Theorem
Mahlaba, Sfiso Cebolenkosi
For the Learning of Mathematics, v40 n1 p36-38 2020
Mathematics in its nature is exploratory, giving learners a chance to view it from different perspectives. However, during most of their schooling, South African learners are rarely exposed to mathematical explorations, either because of the lack of resources or the nature of the curriculum in use. Perhaps, this is due to teachers' inability to design explorative mathematical tasks, or because suitable productive explorations are difficult for high school students and long explorations tend to elicit little interest from learners (Bansilal, Brijlall & Mkhwanazi, 2014; Bizony, 2016). Students are instead taught procedural and factual knowledge where remembering algorithms and facts is deemed significant, and this is evident in their teachers' content knowledge, which is much stronger in knowledge based questions than application questions (Bansilal, Brijlall & Mkhwanazi, 2014). However young educational researchers seek to understand the methodology and theories applied in teaching and learning, but also look to enrich themselves with simpler methods of teaching content that seems difficult for most learners. Given the rapid changes in technology around the globe, new and sophisticated methods of proof are continually being discovered. Hence, old proofs are continually being refined into new yet rigorous proofs. The author describes how he researched the triangle proportionality theorem to teach it to Grade 12 students.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A