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Enhancing geometry problem-solving through visualization for multilingual learners
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Enhancing geometry problem-solving through visualization for multilingual learners
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Journal Article
Enhancing geometry problem-solving through visualization for multilingual learners
2025
Overview
Visualization is key in developing learners’ problem-solving skills and mathematical reasoning, yet many South African Grade 11 multilingual learners (MLs) struggle with geometry. This qualitative study, informed by the commognitive framework, explores how visual aids and language influence their understanding. Eighteen MLs participated in task-based interviews and focus group discussions. Findings revealed two main challenges: limited understanding of geometry terms like “arc,” “bisect,” and “subtend,” and difficulty visualizing concepts without a clear vocabulary. However, when visual representations supported instruction, learners showed improved comprehension, identified misconceptions, and communicated their reasoning more effectively. The study concludes that combining visual aids with explicit language support enhances MLs’ geometry learning. Multilingual classrooms should incorporate annotated diagrams, drawing tasks, and vocabulary-focused prompts to strengthen visualization and conceptual understanding.
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