Using artefacts to support an embodied approach to learning trigonometry : a case study of grade 10 learners.

Abstract

The purpose of this study was to explore the role of artefacts (manipulatives) in the teaching and learning of trigonometric ratios in grade 10. The study focused on how the use of manipulatives aided learners’ mathematical proficiency in the use of trigonometric ratios. The foundation of this research was a case study contained in the interpretative paradigm involving five grade 10 mathematics learners at a secondary school in South Africa. The data collected included a range of methods such as: Activity sheet containing written responses of learners. Observations. Semi-structured interviews. The results in this research was analysed qualitatively. The research findings in this case study indicated that the learners were interested and motivated and that the use of manipulatives assisted learners in understanding the concept of trigonometric ratios. In addition the results showed that the use of manipulatives in teaching and learning mathematics played a positive role in leaners understanding of trigonometric ratios at grade 10 level. The findings of my case study were similar to other research studies regarding the significance of using artefacts (manipulatives) in classrooms in teaching and learning of mathematics. The findings support other research findings that confirm that manipulatives were important mediating tools in the development of conceptual and procedural understanding of mathematical concepts.