Developing Pre-service Secondary Teachers' Skills of Using the Geometer's Sketchpad to Teach Mathematics through Lesson Study

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Chew Cheng Meng ◽  
Lim Chap Sam ◽  
Wun Thiam Yew ◽  
Lim Hooi Lian
Keyword(s):  
Secondary Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Two Dimensions ◽  
Dynamic Geometry Software ◽  
Methods Course ◽  
Geometer's Sketchpad ◽  
Set Up ◽  
Mathematics Teaching Methods

The purpose of this study was to develop pre-service secondary teachers’ skills of using The Geometer’s Sketchpad (GSP) to teach mathematics through Lesson Study (LS). GSP is a dynamic geometry software program for constructing and investigating mathematical objects that adds a powerful dimension to the teaching and learning of geometry and many other areas of mathematics. Lesson Study is a Japanese model of teacher professional development in which small groups of teachers collaboratively plan, teach and revise a lesson to improve the quality of their teaching as well as to enrich students’ learning experiences. Twenty-three LS groups comprising 2 pre-service secondary teachers who attended a mathematics teaching methods course in a local public university were set up in four tutorial groups each consisting of five or six LS groups. This paper discusses how LS has helped to develop pre-service secondary teachers’ skills of using GSP to teach the topic of ‘Loci in Two Dimensions’ in one of the LS groups. Analysis of their GSP sketches in the first, second and third lessons indicates that the participants of this LS group showed positive changes in their skills of using GSP to teach the topic.

Towards Digital Competencies in Mathematics Education

2012 ◽  
Vol 3 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Egle Jasute ◽  
Valentina Dagiene
Keyword(s):  
Digital Technology ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Digital Music ◽  
Geometer's Sketchpad ◽  
Digital Resources ◽  
Video Cameras ◽  
Digital Competencies ◽  
Digital Equipment

Technological innovation has influenced learning, and teachers have suggested different ways of use for digital equipment, to improve learning and to achieve better outcomes from their students. Today’s youth has grown up with digital technology and has lived immersed in environments populated by computers, video games, digital music players, video cameras, cell phones, and thousands of other toys and tools of the digital age. It is for this reason that the authors are persuaded that education in the 21st century should be directed to use digital resources as well as digital ways of teaching in all subjects. Mathematics needs digitization and the paper deals with the development of dynamic sketches for geometry teaching and learning. The concept of dynamic geometry is introduced and discussed together with problems and examples of application of dynamic geometry software. The model for interactive geometry visualization is described and the implementation of this model is reported. Together with former topics an experimental research is presented, which is based on the use of the interactive pre-constructed sketches by the dynamic geometry software Geometer’s Sketchpad. At last the didactical approach of the experiment is analyzed, the results of the experience are described and conclusions and discussions are proposed.

scholarly journals MENINGKATKAN KEMAMPUAN SPASIAL SISWA MELALUI PEMBELAJARAN GEOMETRI BERBANTUAN CABRI 3D

2017 ◽  
Vol 2 (2) ◽  
pp. 179-194
Author(s):  
Eline Yanty Putri Nasution
Keyword(s):  
High School Students ◽  
Spatial Ability ◽  
Direct Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Control Group ◽  
School Students ◽  
Ability Test

The purpose of this study are to investigate and to describe the gain of students‘ spatial ability through Geometry teaching and learning by using a dynamic geometry software, Cabri 3D. This study was a quasi experimental research with not equivalent control group design. Direct instruction was implemented in control group otherwise Geometry teaching and learning with using Cabri 3D was implemented in experimental group. The population of this study are all of the eight grade of junior high school students in one of the SMP Negeri in Padangsidimpuan City. The sample of this study were two groups of eighth grade. The sample has been choosed with using purposif sample technique. The instruments of this study were spatial ability test, quationere, observation sheet and interview. The test was analysed quantitatively and non test was analyzed qualitatively in order to answer the  the hypotesa, the gain of students’ spatial ability who has studied and lerant with using Cabri 3D is better than direct instruction.

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

Technology Tips: Investigating Bricard's Proof of Morley's Theorem with The Geometer's Sketchpad

2009 ◽  
Vol 102 (9) ◽  
pp. 706-709
Author(s):  
Steven C. Althoen ◽  
Joseph L. Brandell
Keyword(s):  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
Mathematics Classrooms

The Geometer's Sketchpad®(GSP), the dynamic geometry software in use in mathematics classrooms for many years, provides a means of investigating classic mathematical theorems. In this article, we will describe our use of GSP to examine Bricard's (1922) proof of Morley's theorem as presented by Coxeter (1969).

Using Dynamic Geometry Software to Teach Graph Theory: Isomorphic, Bipartite, and Planar Graphs

1997 ◽  
Vol 90 (4) ◽  
pp. 328-332
Author(s):  
Anne Larson Quinn
Keyword(s):  
Graph Theory ◽  
Planar Graphs ◽  
Software Package ◽  
Dynamic Geometry ◽  
Bipartite Graphs ◽  
Dynamic Geometry Software ◽  
Discrete Mathematics ◽  
Geometer's Sketchpad ◽  
Mathematics Courses ◽  
Mathematics Course

I have always used concrete marupulatives, such as marshmallows and toothpicks, to create models for my geometry and discrete-mathematics courses. These models have come in handy when discussing volume, introducing the 4-cube, or illustrating isomorphic or bipartite graphs. However, after discovering what a dynamic geometry–software package could do for geometry teaching, which has been well documented by research (e.g., Battista and Clements [1995]), I realized that this type of technology also had much to offer for teaching graph theory in my discrete-mathematics course. Although this article discusses The Geometer's Sketchpad 3 (Jackiw 1995), any software that can draw, label, and drag figures can be substituted for Sketchpad.

scholarly journals Visualization of Functional Dependences in Dynamic Geometry Systems

2020 ◽  
pp. 93-112
Author(s):  
Vladimir Dubrovskii ◽  
Keyword(s):  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Computer Models ◽  
School Mathematics ◽  
Geometer's Sketchpad ◽  
Geometric Transformations ◽  
Learning Functions ◽  
Dynamic Geometry Systems

We describe various methods of visualization of functions and geometric transformations encountered in school mathematics by means of the dynamic geometry systems such as MathKit, The Geometer’s Sketchpad, and GeoGebra and their usage scenarios in the spirit of modern trends in education. Novel opportunities for teaching and learning functions and their properties based on computer models are discussed. The focus is on specifically computerized interpretations of functions, in particular, the so-called dynagraphs, in which parallel axes of arguments and values are used, and the correspondence given by the function is found when the argument-point moves along its axis.

The GeoGebra Institute of Torino, Italy

2013 ◽  
pp. 492-502
Author(s):  
Ornella Robutti
Keyword(s):  
Human Resources ◽  
Teaching Practice ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
Main Research ◽  
Methodological Choices ◽  
Research And Teaching ◽  
Research Questions ◽  
Teaching Learning

This chapter is focused on the GeoGebra Institute of Torino, Italy (http://www.geogebra.unito.it/), founded in July 2010 at the Dipartimento di Matematica dell’Università di Torino (http://www.dm.unito.it) and operating under the auspices of the human resources of the association La Casa degli Insegnanti (http://www.lacasadegliinsegnanti.it/PORTALE/), which is in charge of organising courses for teachers. GeoGebra is a dynamic geometry software that has had a large diffusion in educational and academic institutions in recent years. This wide diffusion opens new fields of research in mathematics education, in continuity with other software of the same kind, such as Cabri-Géomètre or The Geometer’s Sketchpad. The main research questions deal with teaching practice, pedagogical and methodological choices, teacher education, and teaching/learning experiments at different school levels. Furthermore, several issues relating to the learning of mathematics with GeoGebra, in the context of research and teaching practice are highlighted.

Mathematical Lens: Making a Pitch for Slope

2010 ◽  
Vol 103 (8) ◽  
pp. 557-561
Author(s):  
Heidi Rudolph
Keyword(s):  
High School ◽  
School District ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
City School ◽  
City School District ◽  
District Administration ◽  
School District Administration

Heidi Rudolph teaches mathematics at Orange High School in Pepper Pike, Ohio, located across the street from the Orange City School District administration buildings (see photograph 1). The buildings' rooflines inspired her to develop questions related to the slopes of the roofs and to consider ways in which dynamic geometry software such as The Geometer's Sketchpad® (GSP) could be used to make measurements that would help answer her questions.

scholarly journals From Talk to Experience: Transforming the Preservice Physics Methods Course

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Tom Russell ◽  
Shawn M. Bullock
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Methods Course ◽  
Pedagogical Approach ◽  
Self Study ◽  
Physics Curriculum

This report of a collaborative self-study describes and interprets our pedagogical approach at the beginning of a preservice physics methods course and outlines the strategy that we used to create a context for productive learning. We focus on our attempt to engage teacher candidates in dialogue about learning physics and learning to teach physics by engaging them in brief teaching experiences in the first month of a preservice teacher education program, before the first practicum placement. Self-study methodologies are used to frame and reframe our perceptions of teaching and learning as we enacted a pedagogy of teacher education that was unfamiliar both to us and to our teacher candidates.Keywords: self-study of teacher education practices, lesson study, teacher education, physics, curriculum methods

Sketchpad®, TinkerPlots®, and Fathom®

2013 ◽  
pp. 184-199
Author(s):  
Karen Greenhaus
Keyword(s):  
Dynamic Geometry ◽  
Mathematical Practice ◽  
State Standards ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Dynamic Mathematics ◽  
Training And Support ◽  
Mathematics Software

The Common Core State Standards for Mathematics (CCSSM) include overarching Standards for Mathematical Practice that cite dynamic geometry® software as one of the tools mathematically proficient students should know how to use strategically. Dynamic geometry software or more generally, dynamic mathematics software, provides visible and tangible representations of mathematical concepts that can be dragged and manipulated to discover underlying properties, investigate patterns and relationships, and develop deeper understandings of the concepts. The Geometer’s Sketchpad®, TinkerPlots®, and Fathom® are examples of dynamic mathematics software. This chapter outlines how dynamic mathematics software supports the CCSSM. Specific mathematic content examples are described using these three resources to model the use of dynamic mathematics software for learning mathematics. Challenges for successfully integrating dynamic mathematics software are described with suggestions for training and support.

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