Mr Deepak Mavani

Deepak Pravin Mavani

PhD thesis

A critical analysis of whether visualisation capabilities in dynamic geometric software develop meaning making in terms of conceptual and procedural understanding of mathematical concepts in selected Grade 11 learners.


Abstract of proposed research

Visualisation plays a central role in developing mathematical ideas because it can be used to make mathematical ideas explicit and thus has the potential to advance understanding. This study centres around the GeoGebra Literacy Initiative Project (GLIP) a teacher development project in Mthatha. The aim of this project is to grow and develop appropriate ICT skills in participating teachers to harness the teaching and learning potential of GeoGebra.  GeoGebra is a freely available software package that is very interactive and makes use of powerful features to create images that are dynamic and can be moved around the computer screen for mathematical exploration. This research project is located within GLIP and analyses whether GeoGebra applets develop conceptual and procedural understanding in selected Grade 11 learners. One aspect of GLIP is for teachers to use GeoGebra applets that they have developed themselves and implement them in their classrooms in pre-determined cycles that are aligned to the curriculum. My study will focus on the learners and explore whether learning has taken place in terms of developing mathematical meaning making. This interpretive research study is designed as a case-study of selected learners’ engagement with these GeoGebra applets in learning mathematical concepts. The case is a cohort of selected Grade 11 learners who have been taught by GLIP teachers, and my unit of analysis is the learners’ interaction with the applets. My data will consist mainly of video recorded observations and interviews. The learners’ engagement with the applets will be analysed against two strands of Kilpatrick et al’s mathematical proficiency, namely conceptual understanding and procedural knowledge.  The theoretical orientation of this study is constructivist learning.   

Last Modified: Fri, 29 Jun 2018 15:22:45 SAST