Factors that facilitate or hinder students learning of geometry (in Pakistani classroom)
Date of Award
8-1-2006
Document Type
Dissertation
Degree Name
Master of Education (M. Ed.)
Department
Institute for Educational Development, Karachi
Abstract
This was a small scale study to understand the factors that facilitate or hinder students' learning of geometry, because within mathematics, geometry teaching and learning has some specific features, which need to be understood. I conducted this study in a private primary school in Karachi, Pakistan. My role in this study was to observe a group of four students of class five. The data which I collected, came from observing students doing their geometry lessons, having pre-and post-observation conversations with the students and the teacher, field notes, audiotapes transcriptions, and children's written work. I also did pre- and post- observation meetings with a group of students and their teacher. Findings of the study show that in a Pakistani primary classroom, many factors facilitate and help children's learning of geometry in the classroom. These facilitative factors include: teacher's questions; clarity of task instructions; use of question-answer approach; use of concrete material; and learning, from peers. Also, there were factors that hindered students' learning such as in-effective usage and quality of geometrical instruments, the representations of the geometrical concepts in the prescribed textbook, and use of body movements. The study provides significant insights into students' learning and raises several implications and recommendations for mathematics teachers and teacher educators.
Recommended Citation
Mustafa, W. (2006). Factors that facilitate or hinder students learning of geometry (in Pakistani classroom) (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.