The application of artifacts in the teaching and learning of grade 9 geometry.
The main focus of the study was to explore how the experiences that the learners went through in the Technology class during the construction and design of artifacts, could be used to inform the teaching of Geometry in the mainstream Mathematics classes. It was important to find out how the teaching of Geometry would allow the learners to both reflect and utilize the Geometry they know, as a starting point or springboard for further study of Geometry. Data was collected through observations, structured and semi-structured interviews of a sample of twenty grade 9 learners of Mashesha Junior Secondary School of Margate in KwaZulu Natal. It was collected through observation of drawings and completely constructed double-storey artifacts at different intervals of designing. Observations and notes on every activity done by the learners for example, measurements, comparisons, estimations, scaling, drawings use of symmetry and perspective drawing were kept and analyzed. Data for the interviews was collected in the form of drawings, photographs, transcriptions of video and audiotapes. The observations in particular were looking for the Geometry in finished artifacts. Interviews with the learners were directed at how each learner started drawing a house to the finish. When and how scale drawing, projections, angles made and length preservation were used by the learner, was of utmost importance. It is believed that grade 9 learners of Mashesha have Geometric experiences which can be used to inform the teaching of Geometry in mainstream mathematics. It was found that this experience brought by the learners from the Technology construction of artifacts could cause the learners to find mainstream mathematics interesting and challenging. It is also believed that the use of projective Geometry already employed by the learners can be incorporated in mainstream mathematics so as to improve how learners understand Euclidean Geometry. In this way, it is believed, that the teaching of Geometry will allow the learners to utilize and reflect the Geometry already known to them. This Geometry would therefore be used as a starting point for further study of Geometry. Suggestions for further research and recommendations for the improvement of Geometry teaching and learning have also been made.