Lowveld High maths teacher obtains his PhD

The thesis, The Use of GeoGebra in Disadvantaged Rural Geometry Classrooms, of which he was one of three authors, focused on how the implementation of GeoGebra (an interactive application for learning and teaching mathematics and science from primary school to university level) by newly trained teachers influenced their classroom practice. 

The impact of this implementation on learner experience and achievement was also explored. Data was collected from four grade 10 teachers and their classes comprising 165 learners using questionnaires, interviews for depth, classroom observations and pre- and post-tests. 

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Results found that most participants had positive training experiences and preferred using GeoGebra. Findings also indicated that there was a lack of training workshops that focused on technological innovations, particularly in GeoGebra.

The teachers’ implementation of and enthusiasm about the app had a positive influence on learner achievement. The study concluded that it can work effectively in rural schools where geometry is hardly taught.

Manganyana said he considers his teaching philosophy to be socioconstructivist in various ways. “Mostly, I recognise that learning occurs in the social context of a classroom. 

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“As such, learners co-construct knowledge through interacting with one another while I assume the role of a facilitator. I view teaching as facilitation of learning rather than transmission of knowledge from the knower to the learners.

“I take learning itself as construction and reconstruction of meaning and knowledge as learners make sense of their environment. 

“I believe that promoting their discussions enables them to construct meaning according to prior understandings as well as learning from significant others.” 

While many pupils can learn individually, Manganyana believes there is a greater benefit for the average child when it takes place collaboratively. 

“I use this strategy so they can all learn mathematics, even though there may be individual differences. Consequently, they should be afforded the freedom to explore, conjecture and reinvent mathematics with guidance from the teacher or more capable peers. 

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“In this age, digital resources and new technological instructional tools such as GeoGebra should be incorporated into the teaching and learning of mathematics as tools that allow computation, visualisation and documentation to enhance pupils’ understanding of concepts,” Manganyana said.