Examining Grade 9 Learners’ Understanding of Congruency and Similarity in Euclidean Geometry

This paper investigates Grade 9 learners’ understanding of congruency and similarity at a Mopani district school in Limpopo Province, using the Pirie-Kieren model of mathematical comprehension. The study explores the learners’ thought processes, prior knowledge, and ability to justify their responses when solving problems related to similarity and congruence. A qualitative research approach was employed, using a case study design involving a sample of 40 Grade 9 learners. Data was collected through written tests and semi-structured interviews and analysed using content analysis. The findings indicate that learners struggle with fundamental concepts of Euclidean geometry, particularly in distinguishing between similarity and congruence. The study recommends further research on mathematical understanding at various grade levels and emphasizes the need for instructional strategies that enhance conceptual comprehension rather than rote learning.