Abstract
The purpose of this study was to develop pre-service secondary teachers' technological pedagogical contentknowledge (TPACK) for teaching mathematics with The Geometer’s Sketchpad (GSP) through Lesson Study(LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was asignificant difference in the pre-service secondary teachers' TPACK for teaching mathematics with GSP afterengaging in LS which was incorporated into the mathematics teaching methods course during the first semesterof the 2011/2012 academic session in a Malaysian public university. Forty-six pre-service secondary teacherswho enrolled in the course completed both the pretest and posttest questionnaires on teachers' TPACK forteaching mathematics with GSP. The results of the paired-samples t-test indicated that there was a significantdifference in the pre-service secondary teachers' TPACK for teaching mathematics with GSP for all thesubscales after engaging in LS.
Highlights
1.1 Background of the StudyGeometer’s Sketchpad (GSP) is a type of dynamic geometry software for constructing and investigating mathematical objects, not just in geometry
This study aimed to examine whether there was a significant difference in the pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with GSP after engaging in Lesson Study (LS) which was incorporated into the mathematics teaching methods course during the first semester of the 2011/2012 academic session in a Malaysian public university
A one-group pretest-posttest design (Campbell & Stanley, 1963) was employed to examine whether there was a significant difference in the pre-service secondary teachers' TPACK for teaching mathematics with GSP after engaging in LS which was incorporated into the mathematics teaching methods course
Summary
GSP is a type of dynamic geometry software for constructing and investigating mathematical objects, not just in geometry. In Algebra, students can use GSP to investigate gradients and equations of straight lines, properties of parabolas, and many other important Algebra topics. 2), GSP “can best foster mathematical inquiry and learning through ‘dynamic manipulation’ experiments.”. This is because students can directly manipulate mathematical objects represented on the screen and the mathematical objects stay coherent and whole at all times as they are dragged. Students feel that they are involved with the objects they are manipulating and they can focus on how to achieve their mathematical goals, instead of how to use GSP
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