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Sibiya, Mandlenkosi Richard
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Algebraic Question Types in Grade 10 Mathematics Textbook: A Cognitive Perspective Sibiya, Mandlenkosi Richard; Sekao, David; Ogbonnaya, Ugorji
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.531

Abstract

Mathematics education depends on textbooks as the primary source of information for both teachers and learners while providing essential tasks that develop cognitive skills. The types of tasks used in these resources directly affect learners’ cognitive growth and show why textbooks must contain various question types. Current research lacks examination of mathematics textbooks in South African schools, even though learners consistently perform poorly in mathematics. This study investigated whether a widely used Grade 10 Mathematics textbook challenged learners to various question types that help build problem-solving skills and high-level thinking. A deductive content analysis approach evaluated 1 360 questions from the textbook’s algebra content, including algebraic expressions, exponents, equations and inequalities, number patterns, and functions. The research results indicated that most questions (62%) required routine calculations while the content lacked questions that required higher-order cognitive skills such as problem-solving, argumentation and interpretation. The assessed textbook appears to fail learners by not adequately developing critical thinking skills that learners need for both future advanced math classes and practical applications. The study recommends more diverse question types in mathematics textbooks to develop learners’ cognitive skills and problem-solving abilities.
An Introduction of a CIRGON Geoboard as a Manipulative for Teaching Geometry in K-12 Mathematics Sibiya, Mandlenkosi Richard; Roux, Annalie; Kloppers, Magda
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.585

Abstract

South African learners consistently underperform in mathematics, particularly in geometry, as shown by national and international assessments such as the Trends in Mathematics and Science Study (TIMSS). Euclidean geometry remains a major area of difficulty, with learners performing significantly worse than in other mathematical domains, signaling persistent challenges in teaching and learning. A key contributing factor is the mismatch between the reasoning required for Grade 12 geometry tasks (typically at Van Hiele level 3) and learners’ actual cognitive levels, which are often at Van Hiele level 1. This study adopts a practice-based research methodology to examine the effectiveness of the CIRGON Geoboard (CGG), a low-cost manipulative designed to support geometry instruction across the K–12 spectrum. Integrated into classroom practice and aligned with the Curriculum and Assessment Policy Statement (CAPS), the CGG promotes active, hands-on learning and scaffolds learners’ progression through the Van Hiele levels of geometric reasoning. Findings from classroom-based interventions indicate that the CGG enhances learner engagement and conceptual understanding, helping to bridge the gap between curriculum demands and learner capabilities. The study concludes that the CGG shows promise for addressing persistent challenges in geometry education and recommends further research into its long-term impact on learners’ geometric reasoning and problem-solving skills.
Co-Authors Kloppers, Magda Ogbonnaya, Ugorji Roux, Annalie Sekao, David