Enhancing the teaching and learning of Grade 11 trigonometric functions using integrated ICT

Abstract

This study aimed at designing a strategy to enhance the teaching and learning of Grade 11 trigonometric functions using information and communication technologies (ICT). Curriculum and Assessment Policy Statements (CAPS) points out that Grade 11 learners must be able to sketch trigonometric graphs, considering effects of the given parameters; read and interpret the graphs given; and solve the mathematical modelling problems, in order to be fully competent and meet the curriculum needs (DoE, 2011:32). However, in South Africa (SA), learners struggle to sketch, read and interpret trigonometric graphs accurately. They find it difficult to know the critical features and characteristics of basic graphs, understand the change for each of the transformations and visualize the effect of a, p, q, and k on the basic function (DoE, 2018:149).Teachers, on the other side, should give learners exercises that enable them to draw trigonometric graphs with accuracy, translate and reflect graphs, interpret graphs and read solutions from the graphs. In order to respond to these challenges, this study preferred bricolage as an appropriate theoretical framework, because of its flexible, fluid, and open-minded approach towards problem-solving and knowledge-production (Rogers, 2012:06). Participants or co-researchers jointly used tools and materials at hand, as well as their life experiences, social practices and discourses to creatively construct new artefacts. Coming from different backgrounds they employed participatory action research (PAR), in order to willingly share ideas, experiences, and expertise to generate new knowledge and for pedagogy innovation. The co-researchers refer to 2 mathematics teachers; 80 grade 11 learners; two SGB parents; one KST mathematics facilitator; one IBP program manager and the researcher. Data were generated from the classroom deliberations, discussion in meetings, assessments tasks and scores obtained from planning sessions, assessments and reflection reports. The critical discourse analysis (CDA) was used to analyze generated data.