Does Social Class Influence Learner Reasoning in Geometry?

Dr. Jayaluxmi Naidoo

Authors

Dr. Jayaluxmi Naidoo

Keywords:

geometry, mathematics education, reasoning, social class

Abstract

The purpose of this study was to explore the influence of social class on learners' reasoning in geometry in South Africa. The fieldwork for this study was conducted in two schools in Kwa Zulu-Natal (KZN), South Africa. The schools will be referred to as Green Park High and Bleak Stone High. Green Park High was a predominantly middle-class school whilst Bleak Stone High was a predominantly workingclass school. Data from 160 Grade 12 mathematics learners was collected through a questionnaire, and 24 of these learners completed a geometry evaluation worksheet. The 24 learners were interviewed using a semi-structured interview schedule. Themes and patterns were identified and linked to the conceptual framework of the study. The findings of the study demonstrate that while the learners from both workingclass and middle-class backgrounds employed similar techniques when solving geometry problems, their methods, logic and geometric reasoning differed considerably. It was also found that learners in this study conformed to the majority social class group with which they associated.

Downloads

How to Cite

Does Social Class Influence Learner Reasoning in Geometry?. (2013). Global Journal of Medical Research, 13(11), 27-34. https://medicalresearchjournal.org/index.php/GJMR/article/view/

Download Citation

References

T. Adolphus (2011) Problems of teaching and learning of geometry in secondary schools in River State, Nigeria.

D. Ball Loewenberg, H. Bass (2000) Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.). 83-104. https://doi.org/10.5040/9798400688362.0008

Elizabeth Barbeau, Nancy Krieger, Mah-Jabeen Soobader (2004) Working Class Matters: Socioeconomic Disadvantage, Race/Ethnicity, Gender, and Smoking in NHIS 2000. 94(2), 269-278. https://doi.org/10.2105/ajph.94.2.269

Manuel Barrantes, Lorenzo Blanco (2006) A Study of Prospective Primary Teachers' Conceptions of Teaching And Learning School Geometry. 9(5), 411-436. https://doi.org/10.1007/pl00021938

Berch Berberoglu (1994) Class Structure and Social Transformation. https://doi.org/10.5040/9798400627125

P. Bursill-Hall (2002) Why do we study geometry?. 1-31. https://www.dpmms.cam.ac.uk/~piers/F-IG_opening_ppr.pdf.04/01/13

Department of Education (2003) National Curriculum Statements Grades 10 - 12 (General) Mathematics. 10-12.

M. Gardiner (2008) Education in rural areas. 1(4), 1-34.

P. Gates (2001) Mathematics teacher belief systems. Exploring the social foundations. 25(3), 17-24.

Sarah Howie (2003) Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa. 7(1), 1-20. https://doi.org/10.1080/10288457.2003.10740545

E. Hurlock (1978) Child Development.

C. Iannelli, L. Paterson (2005) Education and social mobility in Scotland. http://www.ces.ed.ac.uk/SocMobility/Papers/WP5.pdf

B. Khuzwayo (2005) A history of mathematics education research in South Africa: The apartheid years. In R. Vithal, J. Adler & C. Keitel (Eds.). 234.

M. Legotlo, M. Maaga, M. Sebego (2002) Perceptions of stakeholders on causes of poor performance in Grade 12 in a province in South Africa. 22(1), 113-118.

S. Lubienski (2000) A Clash of Social Class Cultures? Students' Experiences in a Discussion-Intensive Seventh-Grade Mathematics Classroom. 100(4), 377-403.

K. Mace (2005) Vygotsky's social development theory. http://coe.sdsu.edu/eet/articles/sdtheory/start.htm

R. Mistretta (2000) Enhancing geometric.

A. Mji, M. Makgato (2006) Factors associated with high school learners' poor performance: a spotlight on mathematics and physical science. 26(2), 253-266.

David Mogari (2004) Developing geometrical knowledge outside school: The case of miniature wire toy car makers. 8(2), 117-126. https://doi.org/10.1080/10288457.2004.10740566

J. Nakin (2003) Creativity and divergent thinking in geometry education.

Andrew Noyes (2009) Participation in mathematics: what is the problem?. 12(3), 277-288. https://doi.org/10.1177/1365480209342682

Sinan Olkun, N. Sinoplu, D. Deryakulu (2005) Geometric explorations with dynamic geometry applications based on van Hiele levels. 1-12. http://www.ex.ac.uk/cimt/ijmtl/ijmenu.htm04/01/13

J. Ryan, J. Williams (2007) Children's mathematics 4-15. Learning from errors and misconceptions. 4-15.

J. Seekings (2003) Social Stratification and Income Inequality at the End of Apartheid. 236-270. https://doi.org/10.12987/yale/9780300108927.003.0007

Jeremy Seekings, Nicoli Nattrass (2002) Class, Distribution and Redistribution in Post-Apartheid South Africa. 50(1), 1-30.

Mamokgethi Setati, Jill Adler (2001) Between languages and discourses: Language practices in primary multilingual mathematics classrooms in South Africa. 43(3), 243-269. https://doi.org/10.1023/a:1011996002062

J. Smyth (2004) Social capital and the 'socially just school'. 25(1), 56-63.

D. Stinson (2004) Mathematics as "Gate-Keeper" (?): Three Theoretical Perspectives that Aim Toward Empowering All Children With a Key to the Gate. 14(1), 8-18.

S. Van der Berg (1999) Social policy to address poverty.

S. Van der Sandt (2003) The relationship between teacher's knowledge of geometry and the teaching and learning of geometry.

M. Woolcock, D. Narayan (2000) Social Capital: Implications for Development Theory, Research, and Policy. 15(2), 225-249. https://doi.org/10.1093/wbro/15.2.225

R. Zevenbergen (2001) Language, social class and underachievement in school mathematics. In P. Gates (Ed.). 38-50.