Euclidean geometry problem-solving using the geometer’s sketchpad: a focus on national certificate vocational level 4 students
The purpose of this study was to examine how the use of the Geometer’s Sketchpad (GSP) can help National Certificate Vocational (NCV) level 4 students with problem solving in geometry. NCV level 4 students continually underperform in Euclidean geometry since they perceive it as a difficult section of mathematics. As a result, the researcher saw the need to study the use of GSP in the teaching of geometry. Problem solving is not only a goal in mathematics, but also important in real life. This study aimed to answer the three research questions of how NCV level 4 students use GSP in solving Euclidean geometry problems, what are the qualitative differences that the use of GSP makes in the ways in which NCV level 4 students solve problems in Euclidean geometry, and what are NCV level 4 student’s’ perceptions on the use of GSP in learning Euclidean geometry. The study is guided by the technological pedagogical content knowledge framework, which is useful for thinking, analysing, and evaluating what teachers need to know in order to integrate technology into their classrooms. It employed a qualitative research approach for the researcher to learn about NCV level 4 students’ ideas and feelings regarding the use of GSP to solve Euclidean geometry. Thus, students were purposively selected to help the researcher to best answer the research questions. This study relied on multiple forms of data generation, namely classroom observations, focus group interviews, and document analysis. As a result, the researcher was able to identify the themes and the sub-themes of the research. The findings of the study were discussed in consideration of the available literature and research questions. It was found that the students display a positive attitude towards using the GSP in solving the Euclidean geometry. Students constructed many diagrams and measured them with ease. They mentioned that they saw GSP as a visualisation and a proble solving tool. They also saw GSP as a practical tool to help them confirm theorems. The GSP was seen to elicit an apparent love of Euclidean geometry as students were motivated and saw it as an engaging tool.
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