![]() ![]() Conjecturing, refuting and proving within the context of dynamic geometry. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematics Education (pp. Language and communication in mathematics education. Auckland, New Zealand: Unitec Institute of Technology. Student voice in secondary schools: Purpose, value and characteristics. Leeds: Economic and Social Research Council. Henwood (Eds.), Timescapes Methods Guides Series 2012 Guide No. The use of diaries in qualitative longitudinal research. Students as expert witnesses of teaching and learning. Journal of Mathematical Sciences and Mathematics Education, 8(1), 62-72. What is Mathematics Paper 3 for? Marang News, 5. Assessing students’ maths self-efficacy and achievement. Journal of Educational Leadership, Policy and Practice, 31(1), 165-179. Repositioning diagnostic school reviews using appreciative inquiry: A way of eliciting student voice for school improvement. Baral, S., Uprety, S., & Lamichhane, B.International Journal of Scientific & Technology Research, 9(2), 2353-2359. ![]() Understanding the concept of visualization phase student in geometry learning. International Journal of Research in Education and Science (IJRES), 4(1), 314-330. Investigating the effect of Van Hiele phase-based instruction on pre-service teachers’ geometric thinking. Journal of Emerging Trends in Educational Research and Policy, 5(2), 272-281. Ensuring the quality of the findings of qualitative research: looking at trustworthiness criteria. The extent of mathematics teachers’ awareness of their students’ misconceptions in learning geometrical concepts in the intermediate education stage. International Journal of Instruction, 11(4), 951-962. Effects of mastery learning approach on senior school students’ academic performance and retention in circle geometry. Cape Town: Parliament of the Republic of South Africa. Child rights manual: Handbook for parliamentarians. Indian Journal of Science and Technology, 6(5), 4432-4446. Enhancing students’ level of geometric thinking through Van Hiele’s phase-based learning. Student input will help teachers change their teaching methods to suit the needs of the students. ![]() Furthermore, teachers should give students an opportunity to evaluate the teaching approaches used in mathematics classrooms. The use of unconventional teaching approaches such as Van Hiele theory-based instruction in the teaching and learning of Euclidean geometry is therefore recommended. It was concluded that the Van Hiele theory-based approach seems to meet students’ needs better than conventional approaches in learning Euclidean geometry. Students who were taught using a Van Hiele theory-based approach reported positive learning experiences in Euclidean geometry, while those who were taught using conventional methods reported negative learning experiences. Data were obtained using focus group discussions and student diary records. This research, therefore, examined the Euclidean geometry learning experiences of 16 Grade 11 students from four South African secondary schools. The teaching of Euclidean geometry is a matter of serious concern in South Africa. ![]()
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