Using manipulatives to support an embodied approach to learning trigonometry in a South African school : A case study
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Copyright: 2015. Taylor & Francis Online. Due to copyright restrictions, only the abstract is available. For access to the full text item, please consult the publisher's website. The definitive version of the work is published in Africa Education Review, Vol 12, No 3, pp 361-380.
Multiple Intelligence Theory suggests that individuals perceive knowledge in eight different ways. This article reports on a study that explored the role of manipulatives in the teaching and learning of trigonometric ratios in grade 10. The approach attempts in addressing three domains of the Multiple Intelligence Theory (linguistic/verbal intelligence, logical/mathematical intelligence and spatial intelligence). The foundation of this research was a case study contained in the interpretative paradigm involving five grade 10 mathematics pupils at a high school in South Africa. The data was collected from: (1) activity sheet containing written responses of pupils; (2) observations; and (3) semi-structured interviews. The data was analysed and it was found that the use of manipulatives in teaching and learning mathematics played a positive role in leaners understanding of trigonometric ratios at grade 10 level. In general the findings of this study supported other research findings that confirm that manipulatives were important mediating tools in the development of conceptual and procedural understanding of mathematical concepts. Besides these pedagogical implications the study proved that the manipulatives effectively consolidated the features of Lesh's model.
Brijlall. D. and Niranjan, C. 2015. Using manipulatives to support an embodied approach to learning trigonometry in a South African school : a case study. Africa Education Review. 12(3): 361-380.