Difficulties in Learning Vector Geometry at Secondary Level

Abstract

This is a case study related to difficulties of students in learning vector geometry at secondary level. The main objectives of the study were to explore the learning difficulties in vector geometry at secondary level and to analyze the major causes related to the problem in learning vector geometry in secondary level. This was based on qualitative nature of data. I selected own my working school Pragati Shikshya Sadan Secondary School in Lalitpur district. Test was conducted in 16 students at grade X. Among them five respondents was selected for the interview. The data were collected from paper pencil test and face to face interview with the students. There were only seven questions used to conduct the test. The collected information was analyzed with four different (difficulties in types and notations, vector additions and graphical representation, application of scalar multiplication, theorem proved by vector method) themes. In this study, student had many difficulties on mathematical terms concepts, facts applications, and learning transformations. Types of vector and its classifications students recognize in example but could not define easily. In vector addition difficulties on application following the rules and representing graph and it showing reverse arrowhead of entire vectors. Similarly, in application of scalar product unable to follow the correct formula in correct applications. Finally they were unable to justify correct reason to prove the theorem by vector method. So, it gives meaning of mathematical term properly and had unable to choose appropriate operation in vector geometry. Lack of pre-requisite background of knowledge, basic operation, terms and definitions makes not fruitful on learning vector geometry. Student can learn mathematics effectively when giving clear instruction, connection with daily life and teaching through problem based. So, focus to student interest, ability and challenges.