Authors: Ng’uni Gift, Dr. C. Maria Ugin Joseph
Abstract: This study investigated the skills and methods used in the teaching of transformation geometry in the Zambian curriculum, with particular reference to Mulalika Secondary School in Chongwe District. The study was motivated by the observation that learners often experience difficulties in understanding and applying transformation concepts such as translation, reflection, rotation and enlargement. The study aimed to identify the teaching skills employed by mathematics teachers, examine the methods used in teaching transformation geometry, establish challenges faced by teachers and learners, and suggest strategies for improving the teaching and learning of transformation geometry. A descriptive case study research design was employed. The study targeted mathematics teachers and learners at Mulalika Secondary School. Data were collected using interviews and classroom observation. Quantitative data were analyzed using frequencies and percentages, while qualitative data were analyzed thematically according to the major themes emerging from the responses. The findings indicated that teachers used a variety of teaching methods, including demonstration, discussion, question-and-answer, group work, guided discovery and use of practical activities. However, the effectiveness of these methods was affected by challenges such as inadequate teaching and learning materials, limited use of Information and Communication Technology (ICT), large classes, insufficient time for practical activities and learners' difficulties in visualizing geometric transformations. The study further found that effective teaching required skills such as clear explanation, use of diagrams and practical demonstrations, questioning, classroom management, learner engagement and the ability to relate transformation geometry to real-life situations. The study concludes that the effective teaching of transformation geometry depends on the appropriate combination of learner-centered teaching methods and relevant pedagogical skills. It recommends that mathematics teachers should make greater use of practical activities, geometric instruments, locally available materials, ICT and collaborative learning approaches. It also recommends continuous professional development for teachers and improved provision of teaching and learning resources to enhance learners' understanding and achievement in transformation geometry under the Zambian curriculum.
