Exploring Grade Nine Geometry Spatial Mathematical Reasoning in the South African Annual National Assessment

Abstract

The purpose of this study was to explore geometry spatial mathematical reasoning in Grade nine Annual National Assessments, South Africa. Conceptual Blending was the guiding theory. Document analysis within the exploratory case study was used to explore available data, the 2014 Annual National Assessment learners' scripts (n=1250). Results revealed that on average 70.5 percent of the total number of learners remembered and blended irrelevant prior knowledge not reflective to the contexts of the geometry problems. For learners who recalled the correct prior knowledge, its manipulation was either fragmented or irrelevant. The use of recalled information in wrong contexts could be due to the incorrect manipulation of the meaning of the problems. Also, responses reveal challenges on the quality of mathematics education on geometry. Therefore, the teaching and learning of geometry should focus on empowering learners with skills of recalling, blending and on manipulating problems in their contexts.

Male and female students' mathematical reasoning skills in solving trigonometry problems

“…These indicators are (1) proposing a conjecture, (2) verifying the truth of an argument (NCTM, 2000), (3) finding a relationship pattern (Breen & O'Shea, 2011), and (4) generalizing a statement (Bjuland, 2007). These indicators are selected in this study because some reports reveal that the achievement of students' MRS in proposing a conjecture, finding a relationship pattern, verifying the truth of an argument, and generalizing a statement is lower than the achievement of students' MRS in other indicators of MRS (Erdem & Soylu, 2017;Dhlamini et al, 2019;Salam & Salim, 2020).…”

“…Therefore, mathematics learning should be able to facilitate students to develop and improve their MRS. Several studies reveal that mathematics is a male domain (Brandell, Leder, & Nyström, 2007;Brandell & Staberg, 2008;Mendick, 2005). Also, other studies show that male students' MRS is higher than female students in mathematics topics generally (Erdem & Soylu, 2017) and in geometry topics (Dhlamini et al, 2019;Kadarisma et al, 2019;Setiawan & Sa'dijah, 2020). However, different studies unravel that female students' MRS is higher than male students in mathematics topics in general (Misu, Hasnawati, & Rahim, 2019;Salam & Salim, 2020) and algebra topics (Rodiah & Triyana, 2019).…”

Gender Disparities Impact on Pre-Service Teachers' Attitudes in Mathematics and Statistics Education

“…However, in fact, many students, especially in countries such as Sub-Saharan Africa (SSA), find statistics a difficult subject (Bethell, 2016). The reasons put forward by researchers include non-cognitive factors such as attitudes, perceptions, interests, hopes, and motivation (Dhlamini et al, 2019). Cognitive factors such as mathematical background also greatly influence students' ability to understand basic statistical concepts because many statistical concepts are abstract in nature, which often leads to the development of misconceptions in understanding and reasoning about statistics (Lin et al, 2016).…”