SciELO - Scientific Electronic Library Online

 
vol.32 issue1Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schoolsDisruptive behaviour in the Foundation Phase of schooling author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100

Abstract

BANSILAL, Sarah  and  NAIDOOO, Jayaluxmi. Learners engaging with transformation geometryy. S. Afr. j. educ. [online]. 2012, vol.32, n.1, pp.26-39. ISSN 2076-3433.

This article reports on a qualitative, interpretivist study that focused on the use of visualisation and analytic strategies by Grade 12 learners when working with problems based on transformation geometry. The research was conducted with 40 learners from a Grade 12 class at one high school in the north Durban area of Kwazulu-Natal. Participants completed a written task and a smaller sample of the participants engaged in investigative semi-structured interviews with the researchers. The framework for the study was based on transformations of semiotic representations as well as the visualiser/analyser model. The findings revealed that most learners performed treatments in the analytic mode when responding to the tasks, and showed limited movement across the two modes which are essential for a deepening of understanding. The study identified one learner, however, who was able to move flexibly between the modes and who displayed a deep understanding of the concepts. The article concludes by recommending that opportunities need to be created for learners to engage in transformation geometry activities which emphasise conversion.

Keywords : analysis; conversions; transformation geometry; transformations; treatments; visualisation.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License