Exploring Grade 11 Learners' Mathematical Connections When Solving Two-Dimensional Trigonometric Problems in an Activity-Based Learning Environment

Autor/inn/en	Maphutha, Kgaladi; Maoto, Satsope; Mutodi, Paul
Titel	Exploring Grade 11 Learners' Mathematical Connections When Solving Two-Dimensional Trigonometric Problems in an Activity-Based Learning Environment
Quelle	In: Journal on Mathematics Education, 14 (2023) 2, S.293-310 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Maphutha, Kgaladi) ORCID (Maoto, Satsope) ORCID (Mutodi, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Grade 11; Problem Solving; Mathematics Instruction; Secondary School Mathematics; Trigonometry; Active Learning; Secondary School Students; Mathematics Skills; Instructional Effectiveness; Concept Formation; Mathematical Concepts; Foreign Countries; Cooperative Learning; Group Activities; South Africa + Suchen Sie Ihr Suchwort? School year 11; 11. Schuljahr; Schuljahr 11; Problemlösen; Mathematics lessons; Mathematikunterricht; Trigonometrie; Aktives Lernen; Sekundarschüler; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Concept learning; Begriffsbildung; Ausland; Kooperatives Lernen; Gruppenaktivität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this paper, we explored the type of mathematical connections Grade 11 learners make when solving two-dimensional (2D) trigonometric problems in an Activity-Based Learning (ABL) environment. We followed a qualitative case study design within an interpretive paradigm. Convenience sampling was used to select a whole class of 45 Grade 11 learners from one of the public non-fee-paying secondary schools in Capricorn District, Limpopo Province of South Africa. Group work presentations and classroom interactions were used to collect data. Data were analyzed using deductive thematic analysis guided by the mathematical connections' framework. The findings indicated that learners managed to make procedural, meaning, reversibility, different representations, feature, and inclusion part whole as well as integrated connections as they worked on 2D trigonometric problems in an ABL environment. We established that learners did not make generalization part-whole connections. In addition, we found that some learners lacked mathematical connections skills and failed to solve the problems. Engaging learners in an ABL environment provided a fine-grained approach that allowed them to make mathematical connections. We, therefore, recommend that teachers should create an ABL environment to enable learners to make different types of mathematics connections during the teaching and learning of trigonometric concepts. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01