Original Research

Teaching geometry in schools: An investigative rather than instructive process

Rasheed Sanni
Pythagoras | Issue 65 | a90 | DOI: https://doi.org/10.4102/pythagoras.v0i65.90 | © 2007 Rasheed Sanni | This work is licensed under CC Attribution 4.0
Submitted: 14 October 2007 | Published: 14 October 2007

About the author(s)

Rasheed Sanni, University of the Witwatersrand, South Africa

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Research has documented the prevalence of lessons  characterised by homework check,  followed by teacher lecture and demonstration, followed in turn, by learner practice sequence of classroom instructional activities in  our classrooms. This sequence of classroom activities does not allow for the development of sound mathematics practices and mathematical proficiency. Meanwhile, curriculum reforms in South Africa as well as in other parts  of the world recommend classroom activities where teachers create opportunities for, listen to  and extend learners.  This paper presents  a sequence of activities to be used in the teaching of geometry and surface areas of solid shapes in a grade 8 classroom. The sequence portrays the teaching of these concepts as an investigative rather than instructive process.


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