Abstract
The purpose of this study was to encourage the innovative use of Geometer’s Sketchpad (GSP) in the teaching and learning of mathematics among secondary school teachers in Malaysia through Lesson Study (LS). Three LS groups were set up in three secondary schools. Qualitative data were collected through written lesson plans, video-taped teaching and individual interviews with the participants. Findings of the study show positive changes in the participants’ knowledge and skills of using GSP to teach the topics of “Lines and Planes in Three Dimensions,” “Loci in Two Dimensions” and “Plans and Elevations.” These are evidenced in their mathematics lesson plans, GSP sketches, worksheets and videotaped teaching observations. Analysis of their interview transcripts also reveals positive acceptance and encouraging feedback about LS that promotes peer support and collaboration. Thus, the participants have more confidence in using GSP innovatively to teach mathematics at the secondary school level after the LS collaboration.
Highlights
The purpose of this study was to encourage the innovative use of Geometer’s Sketchpad (GSP) in the teaching and learning of mathematics among secondary school teachers in Malaysia through Lesson Study (LS)
This is followed by discussing the significance of LS as a potential model of teacher professional development in schools and as a potential driving force for encouraging the innovative use of GSP in the teaching and learning of mathematics among secondary school teachers
The findings of the extent to which LS encouraged the innovative use of GSP in the teaching and learning of mathematics among secondary school teachers in the three LS groups are discussed
Summary
The purpose of this study was to encourage the innovative use of Geometer’s Sketchpad (GSP) in the teaching and learning of mathematics among secondary school teachers in Malaysia through Lesson Study (LS). We will begin this paper by discussing the importance of GSP in the teaching and learning of mathematics in general and geometry in particular. This is followed by discussing the significance of LS as a potential model of teacher professional development in schools and as a potential driving force for encouraging the innovative use of GSP in the teaching and learning of mathematics among secondary school teachers. It is a dynamic tool for construction, demonstration and exploration that adds a powerful dimension to the learning of geometry and many other areas of mathematics. Research has shown that GSP can be an innovative tool for enhancing students’ learning of plane geometry (Choi, 1996; Choi-Koh, 1999; Choi-Koh & Sang Sook, 2000; Driskell, 2004; Elchuck, 1992; Frerking, 1995; Hannafin, Burruss, & Little, 2001; Abdullah, 2005; Thompson, 2006) and solid geometry as well (Chew, 2007; July, 2001; McClintock, Jiang & July, 2002)
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