Provisional Title: An investigation into the use of geoboards as visualisation tools in the teaching of quadrilaterals. Research questions: How can a geoboard be utilized as a visualisation tool in the teaching of basic shapes? What are the teachers experiences of using a geoboard as a visualisation tool in the teaching of quadrilateral?

Background and theories Learners struggle with conceptual understanding of the properties of quadrilaterals. Much of what we want learners to learn about quadrilaterals can be accomplished with ‘geoboard figures’ (Kennedy & McDowell, 1998). Research shows that learners who use manipulatives in their mathematics classes usually outperform those who do not (Butler et al. 2003, Guarino et al. 2013; Johnson 2000; Lane 2010; Thompson 2012) However, there are studies on the learning of geometry that show that learners who used manipulatives showed lower achievement (Palardy & Rumberger, 2008). Manipulatives do not “carry mathematical ideas directly to the learner” (Sarama & Clemens, 2016, p. 73) CONCEPTUAL FOCUS: Visualisation, level 1 of van Hiele’s of teaching geometry and conceptual understanding. THEORETICAL FRAMEWORK: Constructivism: activity based learning RATIONALE/SIGNIFICANCE OF THE STUDY: Even though, by nature a geoboard is a visual manipulative, on its own it cannot automatically facilitate visualisation processes. Hence a need of investigating on how it can be used as a visualisation tool for the purpose of effectively teach quadrilaterals

Research design The research will be oriented in an interpretive paradigm The ‘interpretive paradigm offers an opportunity to engage in-depth description and understanding of action and events’ (Babbie & Mouton, 2001). Qualitative study Case study Method Intervention programme (Q1. pilot, Q2. intervention) Three grade 7 teachers

Sample Data collection tools Three grade 7 mathematics teachers Kunene region, Opuwo district Semi-rural schools Data collection tools Video recording (observation) Interview all teachers