In this article, we explored learners' conceptual understanding of coordinates and transformation geometry through concept mapping. A qualitative case study was employed in this study, and data was collected using an investigative task, observation and reflective interviews on a sample of 34 Grade 12 mathematics learners. The study was guided by…

Examples from some area tasks indicate that misconceptions about linear measurement can be carried over to area measurement; children will occasionally count points rather than length units or area units. (MP)

Worksheets are presented by grade level that give practice in comparing and measuring areas. (MP)

The intention of this investigation was to diagnose the retention of some basic skills in some topics in algebra and geometry and to reveal difficult steps in the learning processes in these topics. (MP)

This problem solving strategy is illustrated by examples from the fields of algebra, trigonometry, geometry, and calculus. (MP)

The author lists and discusses each of six stages of mathematical learning. The stages are: (1) interaction, (2) rule construction and manipulation, (3) isomorphisms, (4) representations, (5) symbolization, and (6) formalization. Examples from geometry are used to demonstrate the learning processes. (JG)

Multiple embodiment is explained and discussed, with activities described that might be used to develop concepts in geometry and in arithmetic. A series of questions is raised about the choice, use, and organization of embodiments; suggestions for action research are made. (DT)

Classroom related topics discussed are: cryptics and statistics; understanding absolute value; recognizing quadratic equations with no real roots; and two derivations of a formula for finding the distance from a point to a line. (MP)