Investigating different answers to one Euclidean geometry problem: a case study of grade 12 mathematics examinations in South African secondary schools

This article investigates the tendency for distinctly different answers to a problem in Euclidean Geometry as shown in some grade 12 examination memos for secondary schools in South Africa. The study is based on a qualitative analysis of some examples in the final grade 12 examinations where solutions to specific problems are given in distinctly different forms. Both primary and secondary data were applied to the investigation. The secondary data was the literature review of studies on the problems students come across when solving Euclidean geometry problems, and the primary data was acquired from the example of a memorandum where distinctly different answers were given to the solution of a problem. The approach to the problem-solution presentation using distinctly different answers is appreciated as it broadens the understanding of problem-solving. However, does this approach not leave the markers ignorant of other solution options, thus disadvantaging the learners and denying them a pass?