Learners' mathematical connection's skills for solving and providing circle geometry through the multiliterate model

Abstract

Proving and solving circle geometry riders requires learners to make and use intra and extra mathematical connections among concepts, theorems, algorithms. However, it has been noted that learners are unable to connect mathematical concepts and algorithms, and they incorrectly apply theorems and figure properties when solving Circle Geometry riders. This could be due to the teaching approaches used in mathematics classrooms. Therefore, this study investigated how the use of multiliterate model can improve learners’ mathematical connection skills for proving and solving circle geometry riders. The study was guided by Expanded Mathematical Connections Model framework. A concurrent embedded mixed-method research design was used. Fifty Grade 11 learners were purposefully selected to participate in the study. Data was collected quantitatively through a pre-test and post-test and qualitatively through classroom interactions and unstructured task-based interviews. Qualitative data was analysed through inductive thematic analysis. The quantitative data was analysed using descriptive and inferential statistics. The findings of this study revealed that learners could make feature connections, procedural and the if-then- connections. The results also revealed that a multiliterate model provides an enabling learning environment for learners to realise feature connections embedded in geometric diagrams. Therefore, the study recommends that teachers incorporate the multiliterate model to develop learners’ mathematical connections skills for proving and solving Euclidean geometry riders.