Grade 9 learners ' conceptualisation of transformation geometry using the Concrete-Pictorial-Abstract (CPA) approach

Abstract

This study investigated whether the use of the Concrete Pictorial Abstract (CPA) approach improves Grade 9 learners’ conceptualisation of transformation geometry. The study was prompted by the difficulties learners face in conceptualising transformation geometry when it is taught only through traditional methods. The study was informed by Zazkis et al.’s (1996) Visualisation-analysis (VA) Model. The sample of the study consisted of 35 Grade 9 learners (aged 14-15) who were selected through a convenience sampling technique from a non-fee-paying secondary school in Limpopo, South Africa. A mixed method approach using a concurrent embedded research design was used to augment the different forms of data. Qualitative data were collected using written documents and task-based interviews. Quantitative data were collected through a pre- test before the intervention and post-test after the intervention. Qualitative data were analysed using deductive thematic analysis while quantitative data were analysed through paired samples t-test. Methodological triangulation was employed in this study to provide a comprehensive understanding of the findings. The findings revealed that the use of the CPA approach improved learners’ conceptualisation of transformation geometry. Moreover, learners improved in conceptualisation as they moved across the sequential stages of the CPA approach. Therefore, the study recommends that teachers provide additional practice, particularly for reflections along line y=x. Furthermore, future research should involve larger sample sizes drawn from diverse provinces and school contexts