{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/10305"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/10305","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"An investigation into how Grade 12 students understand and solve Geometric problems","abstract":"This study investigates how grade 12 students understand and solve geometric problems. A review of the literature on \"how students learn and understand geometry\" is used to develop a conceptual framework for discussion. The framework is used to assess students' level of understanding and to analyse their difficulties in solving geometric problems. The study was conducted at four low achieving schools in mathematics (based on student performance in the South African Senior Certificate Examination). It involved 267 students across the schools. The students' level of understanding was assessed through the use of two tests. These tests were designed to cover 80% of the grade 11 syllabus and involved the testing of a terminology framework (test 1) and problem solving exercises (test 2). Test 1 included 10 items were students were asked to complete statements, as well as 9 items where students were asked to write down properties from given sketches. Test 2 included 16 items of true or false responses.","abstract_html":"This study investigates how grade 12 students understand and solve geometric problems. A review of the literature on "how students learn and understand geometry" is used to develop a conceptual framework for discussion. The framework is used to assess students' level of understanding and to analyse their difficulties in solving geometric problems. The study was conducted at four low achieving schools in mathematics (based on student performance in the South African Senior Certificate Examination). It involved 267 students across the schools. The students' level of understanding was assessed through the use of two tests. These tests were designed to cover 80% of the grade 11 syllabus and involved the testing of a terminology framework (test 1) and problem solving exercises (test 2). Test 1 included 10 items were students were asked to complete statements, as well as 9 items where students were asked to write down properties from given sketches. Test 2 included 16 items of true or false responses.","abstract_has_math":false,"creators":["Cranfield, Corvell George"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Breen, Chris"],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001","date_published":"2001","updated_at":"2026-07-22T22:23:45Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/10305","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Breen, Chris"]},{"key":"dc:creator","label":"Author","values":["Cranfield, Corvell George"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-12-27T19:52:25Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-12-27T19:52:25Z"]},{"key":"dc:date.issued","label":"Date","values":["2001"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/10305"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: leaves 104-108."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study investigates how grade 12 students understand and solve geometric problems. A review of the literature on \"how students learn and understand geometry\" is used to develop a conceptual framework for discussion. The framework is used to assess students' level of understanding and to analyse their difficulties in solving geometric problems. The study was conducted at four low achieving schools in mathematics (based on student performance in the South African Senior Certificate Examination). It involved 267 students across the schools. The students' level of understanding was assessed through the use of two tests. These tests were designed to cover 80% of the grade 11 syllabus and involved the testing of a terminology framework (test 1) and problem solving exercises (test 2). Test 1 included 10 items were students were asked to complete statements, as well as 9 items where students were asked to write down properties from given sketches. Test 2 included 16 items of true or false responses."]},{"key":"dc:title","label":"Title","values":["An investigation into how Grade 12 students understand and solve Geometric problems"]}]}],"canonical_facts":{"dc:contributor.advisor":["Breen, Chris"],"dc:creator":["Cranfield, Corvell George"],"dc:date.accessioned":["2014-12-27T19:52:25Z"],"dc:date.available":["2014-12-27T19:52:25Z"],"dc:date.issued":["2001"],"dc:description":["Bibliography: leaves 104-108."],"dc:description.abstract":["This study investigates how grade 12 students understand and solve geometric problems. A review of the literature on \"how students learn and understand geometry\" is used to develop a conceptual framework for discussion. The framework is used to assess students' level of understanding and to analyse their difficulties in solving geometric problems. The study was conducted at four low achieving schools in mathematics (based on student performance in the South African Senior Certificate Examination). It involved 267 students across the schools. The students' level of understanding was assessed through the use of two tests. These tests were designed to cover 80% of the grade 11 syllabus and involved the testing of a terminology framework (test 1) and problem solving exercises (test 2). Test 1 included 10 items were students were asked to complete statements, as well as 9 items where students were asked to write down properties from given sketches. Test 2 included 16 items of true or false responses."],"dc:identifier.uri":["http://hdl.handle.net/11427/10305"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["An investigation into how Grade 12 students understand and solve Geometric problems"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MEd"]},"updated_at":"2026-07-22T22:23:45Z"}