A constructivist approach to trigonometry problem solving using Manipulatives: a case study of a South African secondary school
Résumé
Trigonometry is currently an examinable section in the subject of mathematics and is assessed in grade 12 examinations. This study addresses the challenge that teachers’ knowledge and the supply of quality learning support material is inadequate in trigonometry in secondary schools The purpose is to determine how Mathematical models/manipulatives helped grade 12 learners adopt more interactive approaches toward the learning of three-dimensional trigonometric problems and whether the use of models improves the learning of mathematics. The study used a qualitative approach with a case study research design. The interpretive paradigm framed the analysis of the learners' interactions with the Mathematical manipulatives. This case study was conducted at a school in KwaZulu-Natal (n=16) in South Africa. Grade 12 mathematics learners participated in the research, engaging in qualitative assessments in structured activity worksheets consisting of questions on 3-dimensional trigonometric problems and semi-structured interviews. Findings emanating from the data analysis reveal that the use of manipulatives is beneficial to learners when solving 3D trigonometric problems and suggest that the use of manipulatives shows a reduction in task difficulty by linking the concrete to the abstract, and manipulatives encourage mathematical fluency.
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