The use of manipulatives in experimental learning in solving three-dimensional tasks in trigonometry

Abstract

This article employs Kolb's Experiential Learning Theory (ELT) to address weaknesses in South Africa's Mathematics education, focusing on the use of concrete mathematical manipulatives for enhancing conceptual understanding in grade 12 learners. A Mathematical manipulative is defined as any material or object from the real world that children can move around to show a mathematical concept. Kolb's Experiential Theory links learning style to academic achievement. Kolb's ELT involves four learning modes: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The use of manipulatives completes Kolb’s learning cycle by providing a concrete experience, interaction and reflection with peers, abstract conceptualisation of triangles in the various planes and finally active experimentation. The study aims at improving the application of the sine rule, cosine rule, and area rule in solving 3-dimensional trigonometric problems. This qualitative study investigated the influence of mathematical models on teaching 3D trigonometric problems based on a sample of sixteen Grade 12 learners. Data was collected through observation, interviews, and written responses. The findings in this paper show that learners using manipulatives displayed heightened interests and improved understanding.