Learners’ Mental Constructions in Learning Circle Geometry

In this chapter, APOS theory was used to analyze the qualitative facet of standardized test data. Mental constructions of participants (n = 30) portrayed in their written responses to a conducted standardized test were explicitly delineated. In doing so, the different mental constructions demonstrated by participants from their written response to the standardized test were displayed. Additionally, each preliminary genetic decomposition, and at which APOS conceptions, participants were performing, were identified. Certain flaws made by the participants’ informed the revision of each level of the preliminary genetic decomposition. From these, modified genetic decompositions were constituted. These MGDs are expected to fill the lacuna in literature, in the field of mathematics education. This will inform how future pedagogy on circle geometry concepts can be efficaciously formulated and implemented. The researchers, from this analysis recommended that it is imperative, for pedagogues of mathematics to make interiorization and encapsulation instructional goals/objectives for circle geometry lessons.