Why Senior-phase Mathematics learners experience difficulties in Geometric problem-solving

Interview Questions: 1. How would you describe the learners' overall performance in Geometry, specifically in problem-solving? 2. What, in your opinion, are the main reasons learners are finding difficulty in problem-solving using 3D shapes or measurement? 3. How are you currently attempting to address these difficulties? 4. Does the current curriculum adequately cater to these problem-solving difficulties? 5. As a mentor teacher, what strategies have you found to be effective with previous students who struggled in the same areas? 6. Do you believe students have adequate support resources available to them? 7. Are there specific elements in 3D Geometry or measurement that students find particularly challenging? 8. How does students' engagement or interest in the subject affect their problem-solving skills in Geometry? 9. In what ways might parents or guardians contribute to improving learners' skills in this area? 10. Can you suggest any improvements in teaching methods or techniques that could be effective in tackling these issues? Interpretation of Findings: 1. The mentor states that the learners' performance in Geometry, especially in problem-solving, is poor. They struggle with the visual aspect especially, finding it hard to conceptualize 3D shapes. 2. The mentor perceives that the main difficulties come from a lack of understanding basic principles, lack of interest, and intimidation by complexity. These are challenges that can be addressed at a foundational level. 3. The mentor uses group work, practical examples, and continuous assessment to help them understand the topic. 4. They feel that the curriculum is only partly effective - it covers the necessary topics but doesn't focus enough on application and problem-solving skills. 5. They have found that smaller, focused group discussions and hands-on experiments have proven successful. 6. The mentor feels that learners are not being pointed towards helpful resources and more emphasis should be placed on this area. 7. The mentor mentions that visualizing and measuring 3D shapes appear to be the hardest for students. 8. The mentor believes that engagement directly influences their problem-solving ability. Those who find the subject interesting are likely to spend more time furthering their understanding. 9. They suggested that parents or guardians should instill a love for learning in the children and aid in their assignments or projects. 10. The mentor suggests teaching methods need to be more practical, interactive, and focused on real-life application. Reflection: This interview sheds light on the various challenges encountered by students in learning and applying Geometry. It revealed the pedagogical inadequacies and lack of resource utilization that hinder learners' progress. The mentor's insights indicate that more practical, relatable, and engaging teaching methods, along with better foundational grasp, can greatly improve learners' Geometry problem-solving skills. The added emphasis on the role of parents also illustrates the need for a collaborative approach to education. The biggest learning is that teaching and problem-solving skills in Geometry are interlinked, reinforcing each other. This experience was valuable in further understanding the intricacies of Mathematics education and the potential measures to bolster it.