Lesson study incorporating phase-based instruction using Geometer's Sketchpad and its effects on Thai students’ geometric thinking

Abstract

Purpose – Geometry has, in many countries, proved to be one of the problematic topics in mathematics. The purpose of this paper is to report on a study that was carried to investigate the effects of lesson study incorporating phase-based instruction (LS-PBI) using Geometer's Sketchpad (GSP) on Thai students’ geometric thinking. Design/methodology/approach – The effectiveness of the LS-PBI using GSP within the targeted context was assessed in a quasi-experimental research approach involving three groups of mixed ability grade 7 students (12-year-olds) in one of the schools in Yala province, Thailand. These groups (Group 1: n=30, Group 2: n=28 and Group 3: n=29) were taught the topic of properties of 2D and 3D geometric shapes through phase-based instruction using GSP in turn by three different teachers. The teachers observed the lesson study teaching protocol. Data were collected using pre-test and post-test to assess students’ van Hiele level of geometric thinking. In addition, six students were selected to be observed in order to give supplementary data on their level of geometric thinking changed. Findings – Findings revealed that the LS-PBI was effective in improving students’ geometric thinking. Analysis of paired sample t-test showed that there was a significant difference in the pre-test and post-test scores in each group after each LS session. Analysis of covariance showed that there was a significant difference in the post-test scores among the three groups of students. Originality/value – The findings of this original study suggest that the LS-PBI using GSP was effective in enhancing students’ geometric thinking.

The Use of Dynamic Geometry Software from a Pedagogical Perspective: Current Status and Future Prospects

“…One of the important features of the Geometer's Sketchpad (GSP) is its effective visualization feature (Adulyasas & Abdul Rahman, 2014). It has been reported, in some studies, that geometric thinking skills related to angles, polygons, 2D and 3D shapes, rotation and rotation skills, and visualization skills have improved by delivering GSPsupported geometry lessons (Adulyasas & Abdul Rahman, 2014;Dixon, 1997;Tieng & Eu, 2014).…”

“…One of the important features of the Geometer's Sketchpad (GSP) is its effective visualization feature (Adulyasas & Abdul Rahman, 2014). It has been reported, in some studies, that geometric thinking skills related to angles, polygons, 2D and 3D shapes, rotation and rotation skills, and visualization skills have improved by delivering GSPsupported geometry lessons (Adulyasas & Abdul Rahman, 2014;Dixon, 1997;Tieng & Eu, 2014). It has been noted that one particular study found that cone nets could not be understood with the use of GSP, with teachers instead having to explain them again with concrete models and the paper-folding method (Adulyasas & Abdul Rahman, 2014).…”

“…It has been reported, in some studies, that geometric thinking skills related to angles, polygons, 2D and 3D shapes, rotation and rotation skills, and visualization skills have improved by delivering GSPsupported geometry lessons (Adulyasas & Abdul Rahman, 2014;Dixon, 1997;Tieng & Eu, 2014). It has been noted that one particular study found that cone nets could not be understood with the use of GSP, with teachers instead having to explain them again with concrete models and the paper-folding method (Adulyasas & Abdul Rahman, 2014). Some studies have also reported that no significant increase was observed in terms of geometry achievement (Tieng & Eu, 2014), while others confirmed an increase in Van Hiele levels, by delivering GSP-supported geometry teaching (Adulyasas & Abdul Rahman, 2014).…”

“…It has been noted that one particular study found that cone nets could not be understood with the use of GSP, with teachers instead having to explain them again with concrete models and the paper-folding method (Adulyasas & Abdul Rahman, 2014). Some studies have also reported that no significant increase was observed in terms of geometry achievement (Tieng & Eu, 2014), while others confirmed an increase in Van Hiele levels, by delivering GSP-supported geometry teaching (Adulyasas & Abdul Rahman, 2014). It has been reported that GSP-supported instruction motivates and prompts curiosity in students.…”

Analysis of Students' Conceptual Understanding of Physics on the Topic of Static Fluids

“…By learning based on physics problems, students can be empowered to analyze, make quick answers, analyze data, and conclude a certain answer based on the data obtained (Wijnia et al, 2014). It means that problem-based learning can encourage students to think scientifically (Adulyasas & Abdul Rahman, 2014). In addition, it helps students in finding new information, trains collective work skills, and makes students as innovators (Mergendoller et al, 2006).…”