Enhancing Secondary Students’ Geometric Thinking And Teachers’ Tpack Through Lesson Study Incorporating Phase-Based Instruction Using GSP
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Date
2016-02
Authors
Adulyasas, Lilla
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Geometry has in many countries, proved to be one of the topics in mathematics
that is problematic for students to understand. This shows that teaching and learning
geometry in Thailand has not been very effective because the effective student must
come from effective teaching approaches and appropriate use of teaching tools. This
study aims to determine the extent to which lesson study incorporating phase-based
instruction (LS-PBI) using GSP enhances secondary students' levels of geometric
thinking and to examine the changes in secondary teachers’ GSP-TPACK before,
during and after LS-PBI using GSP. The quantitative approach utilizing quasiexperimental
research design was employed to answer the research question on
students' levels of geometric thinking while qualitative approach was employed to
answer the research question on teachers’ GSP-TPACK. In this study, five teachers
and three groups of mix-ability students in an urban school in Yala province,
Thailand were chosen as the research participants. The intervention in this study is
phase-based instruction using GSP of five lesson plans in the topic of “Relationship
between 2D and 3D geometric shapes” which were carried out in the lesson study
cycle. Three groups of students were taught this topic in turn by three different
teachers. Pretest and Posttest were employed for assessing students’ van Hiele level
of geometric thinking while observation, focus group discussion and individual
interview were employed for assessing teachers’ GSP-TPACK. The results show two
major conclusions on students’ geometric thinking and teachers’ GSP-TPACK. First,
LS-PBI using GSP enhanced secondary students' levels of geometric thinking as expected in the hypothesis testing that there are statistically significant differences in
Groups 1, 2 and 3 students' levels of geometric thinking before and after LS-PBI
using GSP and also the difference in the levels of geometric thinking among the
three groups of students after LS-PBI using GSP. It shows that the initial van Hiele
levels of students’ geometric thinking in Group 1, Group 2 and Group 3 were
predominantly at level 1 before the intervention and were predominantly at level 3
after the intervention. Besides, the posttest score was greater than the pretest score in
every group and students in Group 3 who have learned with the last revised lesson
plans got the highest mean score of posttest. Second, the secondary teachers’ level of
GSP-TPACK changes from level 0 before LS-PBI using GSP to level 5 after LS-PBI
using GSP. Before the intervention, the teachers’ initial levels of GSP-TPACK were
at level 0 and level 1. During LS-PBI using GSP, the teachers’ levels of GSPTPACK
progressed continuously. After LS-PBI using GSP, the teachers’ levels of
GSP-TPACK progressed to level 3, 4 and 5. The findings suggested the effectiveness
of LS-PBI using GSP in enhancing both students’ level of geometric thinking and
teachers’ level of GSP-TPACK.
Description
Keywords
Geometry