Grade 11 learners' conceptual understanding in Euclidean Geometry : a glance through mathematically responsive interaction framework in Capricorn North District, Sekgosese West, Limpopo Province, South Africa

Abstract

The purpose of the study was to explore the role of Mathematically Responsive Interaction (MRI) in enhancing Grade 11 learners’ conceptual understanding in Euclidean Geometry. Previous research attributes learners’ difficulties and challenges in Euclidean Geometry to traditional teacher-centred strategies often characterised by routine learning. Such concerns indicate the need to use alternative instructional approaches. Hence, this study was guided by the following research questions: (a) How did the researcher-teacher enact the MRI framework during Euclidean Geometry lessons? (b) How does the enactment of the MRI framework enhance learners’ engagement and conceptual understanding in Euclidean Geometry? A teaching experiment methodology was used as a qualitative research design. Data were collected through learning activities, interviews, and video recordings. The participants in this study, 30 Grade 11 learners, were exposed to three teaching experiments in their classroom, which were video recorded. However, six learners were purposively selected for semi-structured interviews based on their participation in the classroom, allowing the researcher-teacher to delve deeper into learners’ understanding of Euclidean Geometry. Learning activities were used to elicit learners’ understanding of Euclidean Geometry. The researcher-teacher used retrospective and narrative analysis through MRI, and the in-moment researcher-teacher moves were enacted in response to learner’s mathematical contributions and beyond-the-moment during Euclidean Geometry lessons. The findings of the study revealed that the researcher-teacher enacted confirming and correcting, probing and publicising, and engaging others as key components of MRI to respond to learners’ mathematical contributions. It was also revealed that MRI provides learners with opportunities to engage with each other, which enhances their abilities to justify their reasoning in proving Euclidean Geometry theorems. The study recommends further exploration of the MRI framework in different mathematical contexts and calls for its integration into teacher professional development programmes