Abstract:
This study explored the intra-mathematical connections that Grade 11 learners make
when solving trigonometric equations. The study was conducted in a high school in
Mankweng Circuit. A qualitative case study design was used in this study to describe
intra-mathematical connections and meaning learners made when solving
trigonometric equations. Data were collected through observations, documents and
interviews. During the lessons I was a participant observer, meanwhile documents
accessed were in the form of activities and test. Interviews were semi-structured which
allowed me to get more information about the intra-mathematical connections learners
made and how they affected them when solving trigonometric equations. Data were
analysed thematically. The findings showed that learners made intra-mathematical
connections of procedural, different representations, part-whole and meaning type. It
was also found that the type of intra-mathematical connections learners made in their
solution process allowed most of them to follow appropriate procedures, for
visualisation of the trigonometric equations and determine solutions as angles in
specific intervals. Therefore, the study recommends that the understanding of
mathematical concepts can be developed through the skill of making mathematical
connections which are highlighted by a network of nodes and links represented by
mathematical topics and concepts.
