The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools:

Atebe, Humphrey U; Schäfer, Marc

Title: The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools:
Creator: Atebe, Humphrey U
Creator: Schäfer, Marc
Date Issued: 2013
Date: 2013
Type: text
Type: article
Identifier: http://hdl.handle.net/10962/140919
Identifier: vital:37929
Identifier: DOI: 10.1080/10288457.2011.10740712
Description: The purpose of this qualitative case study involving six secondary school teachers was to obtain insight into how geometry is taught in selected Nigerian and South African high schools. It also aimed, by making use of the van Hiele model of geometry instruction, to elucidate what possible learning opportunities observed instructional methods could offer learners in the subject. The sample comprised three mathematics teachers from Nigeria and three mathematics teachers from South Africa, all of whom were selected using purposive sampling techniques. Instructional activities in six geometry classrooms were recorded on videotape. The van Hiele learning phases provided the framework for data analysis. The findings of this study indicate that observed teaching methods in geometry classrooms in the participating schools offer learners scant opportunity to learn geometry.
Format: 14 pages
Format: pdf
Language: English
Relation: African Journal of Research in Mathematics, Science and Technology Education
Relation: Atebe, H.U. and Schäfer, M., 2011. The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools. African Journal of Research in Mathematics, Science and Technology Education, 15(2), pp.191-204.
Relation: African Journal of Research in Mathematics, Science and Technology Education volume 15 number 2 191 204 August 2013 2469-7656
Rights: Publisher
Rights: Use of this resource is governed by the terms and conditions of the Taylor and Francis Open Access Statement (https://www.tandfonline.com/openaccess)

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