Abstract:
In the present study, Euclidean geometry learning opportunities in four Grade 11 mathematics
textbooks used in South African schools were investigated. The study adopted the Kurz
Opportunity to Learn (OTL) Model as the theoretical foundation with a focus on content
coverage and the quality of tasks (cognitive levels, nature, and contextual features of tasks in
the textbooks). The study was a qualitative case study. Four approved Grade 11 mathematics
textbooks were explored through deductive content analysis. The study revealed that the four
textbooks covered almost all the Euclidean geometry topics in depth, but that there was no
balance among different cognitive levels of questions. Most of the Euclidean geometry
questions in the textbooks were focused more on routine and complex procedures, with very
few questions focused on knowledge and none of the four textbooks providing learners with
an opportunity to solve problems. It is recommended that the textbook writers include this
content in updated versions of these textbooks. Moreover, the Euclidean geometry tasks
provided in the four textbooks were mostly routine and interpretation tasks. The researcher
advises that the textbooks should provide a balanced range of cognitive levels of questions, and
that more representation, modelling, and interpretation tasks should be included to help learners
improve their interpretation, representation, modelling, and understanding abilities. Finally, all
the questions were of intra-mathematical context (non-application context). Therefore, it is also
recommended that more tasks with realistic (fictitious) and authentic context be integrated in
the textbooks, rather than using only intra-mathematical context.
