The use of models to develop skills to solve 3D trigonometry problems : a case study of Grade 12 learners in a selected school in the Pinetown District

Abstract

Mathematics results in South Africa continue to show an area of weakness. Trigonometry is currently an examinable section in the subject mathematics and is assessed in grade 12 examinations. This study made use of concrete mathematical manipulatives in exploring conceptual understanding of grade 12 Mathematics learners in learning to solve 3-dimensional trigonometric problems. The research questions addressed in this study are: How will Mathematical models help learners to adopt more active approaches towards the learning of three-dimensional trigonometric problems amongst Grade 12 learners? How will the use of models improve the learning of Mathematics? The use of sound teaching and learning principles fosters an environment where learners are motivated to reach their full potential. The study was informed by constructivist ideas. Grade 12 learners of mathematics participated in the research, engaging in qualitative assessments in the form of activity worksheets and semistructured interviews.Results and analyses reveal that using manipulatives is beneficial to learnerswhen solving 3D trigonometric problems. The findings in this study are important for the South African education system. The changing school climate and the improving of learning strategies with the use of mathematics manipulatives in Mathematics is very important in improving learner performance and the Mathematics results in our country. Underperformance in Mathematics has persistently been a challenge in SouthAfrican schools. This study was conducted to add to current research in the debates about the use of manipulatives in mathematics in classrooms in secondary schools. In addition, this study was carried out to: determine how Mathematical models/manipulatives helped grade 12 learners to adopt more active approaches towards the learning of three-dimensional trigonometric problems and whether the use of models does improve the learning of mathematics. The research elicited sufficient data to support Piaget andBruner’s theory which suggests that the use of manipulatives aids in constructing new mathematical knowledge, providing a link from concrete to abstract.