An assessment of challenges faced in the teaching of geometrical transformations at Ordinary Level: a case of Bindura South District.

Author

Matsika, N.P.

Title

An assessment of challenges faced in the teaching of geometrical transformations at Ordinary Level: a case of Bindura South District.

Abstract

Mathematics and geometry help us develop critical thinking and problem-solving skills essential for tackling everyday challenges. Despite the importance of aspects of geometric transformations in real-life, its richness in applications and fundamental role in the Ordinary Level Mathematics curriculum in Zimbabwe, challenges in the teaching of aspects of geometrical transformations persist as evidenced by annually. This study aims to provide a comprehensive understanding of the challenges faced in teaching of geometric transformations at the Ordinary Level. This study was conducted in Bindura South District in Zimbabwe and three schools were chosen to participate in this study. The sample size comprised of 6 purposively selected mathematics teachers (2 from each school) and 3 school heads (one from each school). A mixed methods research approach was utilised for this research. Three methods namely: interviews, questionnaire and observations were used to collect data. The collected data were inputted into MS Excel for analysis. The mathematics pass rates were all below 20% over the past three examination years. The mathematics culture in all the schools is generally low which possibly contributes to the low pass rates in the sampled schools. The study found that geometrical transformations are taught mainly through a traditional method, where the teacher brings a textbook to class and uses the chalkboard for notes and examples. Key challenges that teachers face in teaching geometrical transformations were discussed. Highly mentioned was the issue of lack of resources which affects the overall teaching and learning of geometric transformations. The attitude of learners was also cited as a major challenge in teaching geometric transformations. A significant concern is the lack of technological integration in teaching geometric transformations, which is also attributed to the unavailability of resources. The study’s insights can inform education system and policy makers about the challenges in teaching geometric transformations at Ordinary Level, potentially leading to improvements in the curriculum ant teaching methods. The findings of the study can contribute to the research community’s understanding of the challenges and potential solutions related to teaching geometrical transformations at Ordinary Level

Date

2024

Publisher

BUSE

Keywords

challenges

teaching

geometrical transformations

Ordinary Level

Supervisor

Dr. L. Mukavhi