Abstract:
The function concept, which is a central idea in mathematics, is difficult for learners to
grasp, nonetheless, transformations of functions aid in this understanding. The
purpose of the study was to investigate whether the use of GeoGebra
enhances Grade 11 learners’ conception of transformations of functions. A qualitative
case study design, as envisaged by Merriam (1998), was used to solicit learner
interpretations and reasoning when working with transformations of functions.
Participants for the study consisted of 28 mixed ability Grade 11 learners who were
purposively and conveniently selected at the researcher’s workplace in Polokwane,
South Africa. The APOS theory was put to use as the theoretical framework for the
study and the ACE cycle adopted for instructional design. Indicators for APOS theory
conception levels were formulated in a genetic decomposition of transformations of
functions and used together with deductive thematic analysis of qualitative data to
analyse the collected data from learners’ written activities and task-based interviews.
The results brought out into the open that Grade 11 learners could not easily recognise
transformations on functions and that their mental constructions were based on
isolated facts or procedures. The results also conveyed that GeoGebra is an effective
tool in supporting conceptual understanding in the learning of transformations of
functions. The failure to recognise transformations of functions stemmed from the
failure by learners to apply learnt concepts in the solution of new problems and also
from giving partial descriptions of transformations of functions. These findings reveal
that further research on GeoGebra use is needed so as to explore its capabilities to
support retention of knowledge of transformations of functions.
