Exploring Conceptual and Procedural Learning Difficulties in School Level Coordinate Geometry

Abstract

This is an qualitative research entitled with “Exploring Conceptual and Procedural Learning Difficulties in School Level Coordinate Geometry” is intended to explore conceptual and procedural difficulties faced by the student in learning coordinate geometry. In order to fulfill the objective of the study, I used mathematics achievement test and in-depth interview tools to find actual and perceived learning difficulties. This study based on case study research design. The four schools of Kaski district’s comprising total of 80 students were selected for the sample of study. Among them seven students were taken for in-depth interview. The purposive sampling method was used to collect the primary data. I analyze the data by inductive thematic approach. I divide the learning difficulties in two types. They are conceptual difficulties and procedural difficulties. In conceptual difficulties, students feels difficulties in defining co-ordinate term, symbolization, mathematical representation of the term, visualizing and understanding the object, recognizing abscissa and ordinate, transformation of knowledge and misconception about the coordinate geometry. Also in procedural difficulties, students feel difficulties in using appropriate formulas, solving procedure, selecting proper formula, assuming coordinate, substituting assuming value in formula, understanding ratios, points and its relationship, solving equation, recognizing variable and constant in equation. Similarly students feel difficulties in establish the interrelationship of properties of figures, calculation, solving in sequential order, connecting other mathematical axioms and postulate in coordinate geometry. Table of Contents