Exploring synergies in Euclidean geometry and isometric drawing: A snapshot on grade 12 mathematics and engineering graphics & design

• Published in: Eurasia Journal of Mathematics, Science and Technology Education Vol. 21; no. 4; p. em2617
• Main Authors: Mlambo, Philani Brian, Sotsaka, Douglas Thembinkosi Sibusiso
• Format: Journal Article
• Language: English
• Published: East Sussex 01.04.2025
• Subjects: Geometry; Mathematics
• ISSN: 1305-8215; 1305-8223
• DOI: 10.29333/ejmste/16172

Euclidean geometry and isometric drawing (ID) are significant topics in mathematics and engineering graphics & design (EGD), respectively. Over the years, these topics have developed a stigma due to learners’ consistently poor performing when tackling these topics. Many scholars attribute this challenge to a lack of spatial visualization skill, which is crucial in understanding these key areas in mathematics and EGD. This paper adopts a mixed-methods approach underpinned by the pragmatic paradigm to explore potential synergies between Euclidean geometry and ID by examining teaching practices and learner performance in these topics. To achieve these objectives, the study employed convenience sampling to select 15 teachers from four schools in the uMgungundlovu District. Data collection methods included semi-structured interviews and document analysis, incorporating test results. Data from the interviews were thematically analyzed, while test data were processed using the statistical package for social sciences (SPSS). The findings revealed that while these topics are challenging for learners, there are notable similarities in how teachers approach their instruction. However, there was no conclusive evidence of synergy in learners’ performance as the analysis of the scatter plot and statistical metrics revealed a weak negative correlation (r = -0.35) between the scores, indicating that higher performance in one subject does not necessarily align with higher performance in the other. Based on these findings, the study recommends fostering interdisciplinary collaboration between mathematics and EGD teachers through training programs and workshops. Such initiatives could enhance teachers’ understanding of the potential connections between Euclidean geometry and ID, ultimately benefiting learners.