Knowledge construction of trigonometric equations of Grade 11 learners: A constructivist perspective

Abstract

The way learners define mathematics shapes their perceptions of its nature as a subject and its relevance to their lives. In South Africa, many learners have limited exposure to meaningful mathematical experiences, which contributes to low achievement levels. This study investigates how 17 Grade 11 learners understood and solved trigonometric equations. Grounded in constructivist learning theory, the research explores how learners build mathematical knowledge through problem-solving. A qualitative approach was used, involving purposive sampling of learners from an afternoon mathematics programme. Data were collected through worksheets and semi-structured interviews. According to the Curriculum and Assessment Policy Statement (CAPS) curriculum, Grade 11 learners are expected to deepen their understanding of trigonometric equations based on foundational knowledge from Grade 10. However, findings revealed that while learners attempted to construct knowledge they encountered significant challenges, particularly in applying algebraic rules.
Contribution: The study concludes that reinforcing basic algebraic concepts and using varied teaching strategies can enhance learners’ comprehension of trigonometric equations.