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All Journal Jurnal Infinity Edumatika Jurnal Infinity
Ugorji I. Ogbonnaya
University of Pretoria
Computer Science & IT Education Mathematics

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The Opportunity to Learn Euclidean Geometry in Two Mathematics Textbooks of Tenth Grade in South Africa Ugorji I. Ogbonnaya
Edumatika : Jurnal Riset Pendidikan Matematika Vol. 4 No. 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (415.427 KB) | DOI: 10.32939/ejrpm.v4i2.976

Abstract

Textbooks play a central role in the teaching and learning of mathematics. In some schools, textbooks serve as the only resource material available to teachers and students. Nevertheless, little is known about the learning opportunities in mathematics textbooks in most countries. This study investigated the opportunities to learn Euclidean Geometry in two textbooks of tenth-grade mathematics in South Africa. It examined the content coverage, content organization, and the types of tasks used in teaching the topic in the textbooks. This study followed a case study research design and a qualitative approach. The Curriculum and Assessment Policy Statement's (CAPS) grade 10 Euclidean geometry curriculum and Gracin's mathematical activity types served as frameworks for the analyses. The data were analyzed following the deductive content analysis approach. The result shows that the contents of Euclidean geometry were well covered in both textbooks following the curriculum, and the contents were presented in logical and sequential order to enhance learning. In addition, it was found that the tasks in the textbooks were predominantly of argumentation and reasoning type. It was concluded that the textbooks offer sufficient opportunities for learning Euclidean geometry as specified in the curriculum for the grade level. However, the inclusion of a broader range of tasks in the future editions of the textbooks was recommended.
Grade 10 Namibian learners' problem-solving skills in algebraic word problems Hesekiel K. Iilonga; Ugorji I. Ogbonnaya
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p275-290

Abstract

This study investigated Grade 10 Namibian learners' problem-solving skills in algebraic word problems. A sample of 351 Grade 10 learners from ten secondary schools in the Ohangwena Region in Namibia participated in this study. The study followed a qualitative approach and adopted Polya's Problem-Solving Model as the framework. The data were collected using the Algebra Word Problem-solving Test and Interview. The findings showed that the learners needed better problem-solving skills in algebraic word problems. Only 6% and 7% of the learners showed an ability to understand the problems and devise a plan, respectively, while only 5% could carry out the plans. Based on the findings, it is recommended that teachers introduce learners to Polya's steps of problem-solving and incorporate word problems into mathematics teaching.
Grade 10 Namibian learners' problem-solving skills in algebraic word problems Hesekiel K. Iilonga; Ugorji I. Ogbonnaya
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p275-290

Abstract

This study investigated Grade 10 Namibian learners' problem-solving skills in algebraic word problems. A sample of 351 Grade 10 learners from ten secondary schools in the Ohangwena Region in Namibia participated in this study. The study followed a qualitative approach and adopted Polya's Problem-Solving Model as the framework. The data were collected using the Algebra Word Problem-solving Test and Interview. The findings showed that the learners needed better problem-solving skills in algebraic word problems. Only 6% and 7% of the learners showed an ability to understand the problems and devise a plan, respectively, while only 5% could carry out the plans. Based on the findings, it is recommended that teachers introduce learners to Polya's steps of problem-solving and incorporate word problems into mathematics teaching.
Co-Authors Hesekiel K. Iilonga