Show simple item record

dc.contributor.advisor Maoto, R. S. Seroto, Ngwako
dc.contributor.other Mosemege, M. D. 2013-12-09T13:26:16Z 2013-12-09T13:26:16Z 2006
dc.description Thesis (M.Ed. (Mathematics)) --University of Limpopo, 2013 en_US
dc.description.abstract Traditionally, mathematics has been perceived as objective, abstract, absolute and universal subject that is devoid of social and cultural influences. However, the new perspective has led to the perceptions that mathematics is a human endeavour, and therefore it is culture-bound and context-bound. Mathematics is viewed as a human activity and therefore fallible. This research was set out to explore geometrical concepts involved in the traditional circular buildings in Mopani district of Limpopo Province and relate them to the classroom learning in grade 11 classes. The study was conducted in a very remote place and a sample of two traditional circular houses from Xitsonga and Sepedi cultures was chosen for comparison purposes because of their cultural diversity. The questions that guided my exploration were: • Which geometrical concepts are involved in the design of the traditional circular buildings and mural decorations in Mopani district of the Limpopo Province? • How do the geometrical concepts in the traditional circular buildings relate to the learning of circle geometry in grade 11 class? The data were gathered through my observations and the learners’ observations, my interviews with the builders and with the learners, and the grade 11 learners’ interaction with their parents or builders about the construction and decorations of the traditional circular houses. I used narrative configurations to analyse the collected data. Inductive analysis, discovery and interim analysis in the field were employed during data analysis. From my own analysis and interpretations, I found that there are many geometrical concepts such as circle, diameter, semi-circle, radius, centre of the circle etc. that are involved in the design of the traditional circular buildings. In the construction of these houses, these concepts are involved from the foundation of the building to the roof level. All these geometrical concepts can be used by both educators and learners to enhance the teaching and learning of circle geometry. Further evidence emerged that teaching with meaning and by relating abstract world to the real world makes mathematics more relevant and more useful. en_US
dc.format.extent 69 leaves en_US
dc.language.iso en en_US
dc.publisher University of Limpopo (Turfloop Campus) en_US
dc.relation.requires PDF en_US
dc.subject Mathematics social influences en_US
dc.subject Mathematics cultural influences en_US
dc.subject Pedi architecture en_US
dc.subject.ddc 516.36 en_US
dc.subject.lcsh Social sciences -- mathematics en_US
dc.subject.lcsh Architecture, Primitive en_US
dc.title Exploration of geometrical concepts involved in the traditional circular buildings and their relationship to classroom learning en_US
dc.type Thesis en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search ULSpace


My Account