Bridging Abstract Formulas and Real-World Applications: Developing Grade 10 Learners’ Conceptual Understanding of Cylinders in South African Mathematics Classroom
DOI:
https://doi.org/10.30862/jhm.v9i2.1311Keywords:
Cylinder, Experiential Learning, Mixed Methods, Real-World Applications, Total Surface AreaAbstract
Calculating the total surface area of a cylinder requires learners to coordinate concepts, representations, and procedures, yet classroom instruction may remain detached from contexts in which mathematical knowledge can be applied. Although real-world applications are widely promoted to contextualize mathematics learning, limited evidence has examined how such interventions influence Grade 10 learners’ surface-area performance and learning experiences in an Eastern Cape school. This study investigated changes in Grade 10 learners’ performance in calculating the total surface area of a cylinder following a real-world application intervention and explored their experiences. A pragmatic mixed-methods approach was employed using a single-group pre-test–post-test design within a case study. The quantitative component involved 39 Grade 10 Mathematics learners who completed pre- and post-tests, while the qualitative component involved nine selected learners representing high-, average-, and low-achievement groups. Qualitative data were generated through semi-structured interviews, classroom observations, and learner documents. Quantitative data were analyzed using descriptive statistics and a paired-samples t-test, whereas qualitative data were analyzed thematically. Post-test performance was significantly higher than pre-test performance, , with a large effect size (Cohen’s ). Learners reported that real-world contexts, visual representations, model construction, and collaborative activities helped connect surface-area calculations with familiar situations. Interpreted through Kolb’s Experiential Learning Theory, the findings suggest that experiential engagement can support mathematical understanding while providing evidence of improved performance and learner experiences, without establishing causal effects.
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