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All Journal Journal of Research and Advances in Mathematics Education
Eunice Kolitsoe Moru
Department of Mathematics and Computer Science, National University of Lesotho
Education Mathematics

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A Van Hiele Theory analysis for teaching volume of three-dimensional geometric shapes Eunice Kolitsoe Moru; Maqoni Malebanye; Nomusic Morobe; Mosotho Joseph George
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11744

Abstract

Geometry is among the cornerstones of mathematics because of its applicability in real life and its connection to other areas of mathematics. The reported study explored how the volume of 3D geometric shapes was taught in one high school in Lesotho. One male teacher and an intact class of sixty high school students were the participants of the study. The study was exploratory in nature. This was in order to understand the phenomenon under study so as to suggest ways on how to make some improvements for the future. Data were collected through classroom observations, photo shootings, note-taking, and interviews. Classroom observations enabled the researchers to start the analysis while also observing. The photos taken captured the nature of the tasks given to students, some explanations, and class interactions. The Van Hiele theory of geometric thought was used as the framework of analysis. The findings of the study show that at level 1, the teacher focused mainly on the vocabulary of the concept at hand, the information phase. Another phase which was dominant in the teaching at the same level is the direct orientation. The free-orientation phase was not fully realized. The analysis level was achieved through the information phase and the direct orientation phase. Thus the progression from one level to another by students occurred having some phases of learning being skipped due to the way the instruction was organized. It is postulated that lack of proper understanding of some concepts in geometry by students may result from this kind of instruction.
A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions Eunice Kolitsoe Moru; Motlatsi Mathunya
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 3 July 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v7i3.16784

Abstract

Algebra is an important branch of mathematics which applies to many fields related to mathematics. However, many studies show algebra as posing problems even to the most gifted students. This phenomenon, therefore, necessitates more studies to be conducted in this area. As such, the study explored the types of errors that Grade 8 learners committed in simplifying algebraic expressions and the misconceptions that might have given rise to such errors. Ninety-five Grade 8 learners were selected as the subjects of the study at one high school in Lesotho. Within the framework of the Qualitative case study design, the study used tasks and interviews for data collection. The thematic approach to data analysis within the framework of the constructivist theory was adopted. The study identified most errors committed by the learners as persistent. Overgeneralizing the rules of prior knowledge to new knowledge, particularly in different contexts, was the most frequent cause of the errors. In addition to this was the misunderstanding and misinterpretation of correct meanings in the given context.  Some of the identified errors overlapped with those in the reviewed literature while others did not. 
Co-Authors Maqoni Malebanye Mosotho Joseph George Motlatsi Mathunya Nomusic Morobe