The influence of visual technological resources on grade 9 learners’ conceptual knowledge of transformation geometry

Abstract

This study investigates the influence of visual technological resources (VTRs) on Grade 9 learners’ conceptual knowledge of Transformation Geometry. This was done by giving two groups of learners the opportunity to learn with and without VTRs. The conceptual knowledge gains of the learners in both groups were compared and analysed after they wrote the same test. The experimental group was instructed with VTRs while the control group was instructed without VTRs. The data collected were qualitatively and quantitatively analysed. There were three main items that were studied, i.e., lesson observation schedule data, learners’ actual responses to transformation geometry questions, and learners' test performance scores. The TPACK framework was used to analyse the use of VTRs in the classroom by a teacher. The two facets of conceptual knowledge were used to measure the conceptual gains of learners from the written test. It was found that 30 % of the learners in the experimental group performed above 40% in the test that was given to them. 16% of the learners in the control group performed above 40%. An analysis of the learners’ scripts showed that the experimental group had more conceptual gains than those of the control group. The usage of VTRs improved the conceptual knowledge of Transformation Geometry for learners in the experimental group. It was also found that learners in both groups struggled to obtain the coordinates of transformed points from the questions presented. The results revealed that the learners could not adequately explain the meaning of reflection and translation. It was also found that a lack of accessibility to technological infrastructure and equipment presented challenges in the classroom to integrate VTRs. The study recommends that mathematics teachers integrate VTRs in the classroom instruction of Transformation Geometry and other topics.