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Examining the teaching strategies of high-performing mathematics teachers in solving challenging 3-dimensional (3D) trigonometry

Author

Listed:
  • Joseph Baidoo

    (Faculty of Education, Walter Sisulu University, South Africa)

  • Kakoma Luneta

    (Faculty of Education, University of Johannesburg, South Africa)

Abstract

In this article, we discuss teaching strategies that high-performing mathematics teachers use to assist learners in solving challenging 3-dimensional (3D) trigonometry concepts more effectively. High school learners often find 3D trigonometry challenging. For this study, a purposively qualitative research design was chosen. Five mathematics teachers were interviewed, and 381 scripts of the learners were analysed with the mathematical language error, procedural error, conceptual error, and application error (MPCA error) analysis protocol. Results from this study showed that using concrete models to illustrate the dimensions of 3D concepts was helpful for high-performing schoolteachers. The mathematical knowledge and the quality of mathematical instructions used by the teacher to unpack the 3D trigonometry concepts were found to play a pivotal role in the learners’ understanding. The teachers’ in-depth knowledge of error analysis was valuable, while the teachers’ ability to implement blended learning was crucial for learners. When a misconception occurs amongst learners, it should be challenged or contrasted with the correct conception. An understanding of learners’ errors in 3D trigonometry helps teachers minimise learners’ errors. Key Words:3-Dimensional objects, 2D Shapes, Conceptual error, Concrete models, Trigonometry and MPCA Error Analysis

Suggested Citation

  • Joseph Baidoo & Kakoma Luneta, 2023. "Examining the teaching strategies of high-performing mathematics teachers in solving challenging 3-dimensional (3D) trigonometry," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 12(2), pages 429-439, March.
    • Handle: RePEc:rbs:ijbrss:v:12:y:2023:i:2:p:429-439
    DOI: 10.20525/ijrbs.v12i2.2379
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