An APOS analysis of the teaching and learning of factorisation of quadratic expressions in grade 10 mathematics classrooms.
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Date
2021
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Abstract
The South African Curriculum and Assessment Policy Statements (CAPS) document, for the Further Education and Training Phase (FET) Mathematics Grades 10-12 (2011) shows that the factorisation of algebraic quadratic expressions or equations pervades the mathematics of the secondary school. As a result, for learners to be successful at mathematics in Grade 12, they need to know a great deal of algebra, particularly the factorisation of quadratics. It is therefore important for us as mathematics educators to identify areas in the factorization of quadratics that teachers and learners are struggling to learn and apply. With this in mind, the study sets to embark on an APOS analysis of the teaching and learning of factorisation of quadratic expressions in Grade 10 mathematics classrooms. Following on from the research questions, this study is located within the principles of the mixed methods case study approach. The combination of methodologies has allowed me to identify broad trends across the groups of learners and those of educators as a whole as well as differences within the participants of the groups themselves. The participants of the study were the groups of Grade 10 learners from the two participating schools, as well as the Grade 10 mathematics teachers from the two circuits of Ilembe District. Five sources of data were used. Firstly, data were generated from 25 teachers from the two circuits who participated in the teachers’ questionnaires. A second data collection instrument was the classroom lessons’ observations of the six teachers. A third data source was the learner group activity and learners’ interviews administered to 12 learners. A fourth data source was the unstructured interviews with six teachers. The final instrument was the analysis of the 205 Grade 10 mathematics 2019 March common paper learners’ scripts. This study was guided by the theory of constructivism and more specifically Action, Process, Object, Schema (APOS) theory which views learning as changes in conception. As an individual engages with a concept, the conception changes from an initial external view towards seeing the concept as a totality upon which other Actions and Processes can act. This study has found that, firstly, teachers and learners tend to rely too much on the use of rules in factoring certain quadratics. In so doing, a prototype of the quadratic expression concept is perceived which consists of isolated and disconnected concepts. As a result, most learners were not able to factor the trinomial quadratic of 𝑎≠1, since they perceived the factoring of 𝑎𝑥2+𝑏𝑥+𝑐 with 𝑎=1 and that of 𝑎≠1 as two different procedures. Secondly, there are also students whose mental constructions (conception) are limited to Action levels in terms of APOS theory.
The findings of the study suggest that teachers and learners should be able to consider quadratic expressions as one big idea and follow the fundamental considerations when factoring the quadratic expressions. Furthermore the use of multi-methods in factoring quadratics is encouraged and needed for students to better understand the connections between different methodologies for conceptual development.
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Doctoral Degree. University of KwaZulu-Natal, Durban.