An Investigation into the Challenges In-Service Student Teachers Encounter in Transformational Geometry, “Reflection and Rotation”. The Case of Mufulira College of Education.

Abstract

The study was conducted to investigate the challenges in-service mathematics student teachers face in transformational geometry; reflection and rotation. The Van Hiele Theory of levels of Thought was used as the theoretical framework for this study. A case study was undertaken using a written test. The research was carried on second and third years in- service student teachers of mathematics pursuing a diploma programme by distance learning at Mufulira college of Education on the Copperbelt province of Zambia. The sample size was made up of 70 in-service student teachers comprising in terms of gender, 30 female and 40 male students.The research design used for the study was a mixed method involving survey and qualitative methods. Data collected were analyzed quantitatively using the Angel Gutirrez and Adela Jaime and the Van Hiele models .The SPSS software was used to find simple descriptive data such as the mean and standard deviations. A simple t- Test was also performed on the data.In-service mathematics students demonstrated limited understanding of the Van Hiele level 3 through to level 4. These findings raised questions about their ability and competency if questions and problems go a little bit beyond the text book questions. Difficulties encountered by in-service teachers in their learning of transformational geometry; reflection and rotation were: reflection of figure in other mirror lines apart from (x =0, y = x, y = -x and y = 0), rotation of geometrical figures with different centres apart from the origin, describing or writing the equation of the line of reflection.

Keywords: Investigation, Challenges, Encounter, In- service teachers, Transformational geometry.