ENCOURAGING THE

INNOVATIVE USE OF GSP

THROUGH LESSON STUDY
GSP in teaching and learning of M3 among secondary
school teacher

PURPOSE

INTRODUCTION

To encourage the use of GSP in T&L of M3

among secondary school teacher using LS

What

Discussing the
important of GSP
Discussing the
significance of LS

Importance of GSP

is software for constructing n investigating Mathematical objects known

as Dynamic tools
GSP can be an innovative tool for enhancing studentsresearch by

(Choi, 1996; Choi-Koh, 1999; Choi-Koh & Sang Sook, 2000;

Driskell, 2004; Elchuck, 1992; Frerking, 1995; Hannafin,
Burruss, & Little, 2001; Abdullah, 2005; Thompson, 2006) for
plane geometry and solid geometry (Chew, 2007; July,
2001; McClintock, Jiang & July, 2002).
The usage GSP among teacher still in poor stage research by

Kasmawati (2006)

reason is 1. lack of time to prepare GSP lesson

2. lack of skill & confidence

Came up with collaborative group known as Lesson Study

Significance of Lesson Study

LS is a form of teacher professional development practised

decades ago in Japan
History of LS establish 19th century research by ( Isoda,
Stephens, Ohara, & Miyakawa, 2007 )
LS cycle consists of 6 steps

research
studies (see
Stigler &
Hiebert,
1997;
6.Sharin
Shimahara,
g
1998;
Reflectio
Lewis &
ns about
the New
Tsuchida,
Version
1998;
of the
Lesson
Stigler &
Hiebert, 1999;
Yoshida,
1999; Lewis,
5.
2000;
Teaching
Fernan-dez, &
the New
Yoshida, 2004)
Version
of the
have shown
Lesson
that LS
improves
teachers
learning and
Another teacher will use the
supports
revise lesson
plan
teachers
to
grow

Teacher together to plan the lesson in collabora

-share knowledge & ideas design a lesson plan
1.
that describe
Collabora process of T & L
tively
Planning
the
Lesson
Plan

LS 6 Steps

-teacher will implement-other

teacher
will observes
2. Seeing
2. Seeing
the
Lesson
Plan in
Action

Teacher together to reflect on

the lesson- shared what they
observed
3.
Discussin
g the
Lesson
Plan

4.
Revising
the
Lesson
Plan

-update a new version of the lesson plan

METHOD
3 group of M3 teachers
placed 2 group in Penang & 1 group in
Kedah
Group A & Group C is ordinary public school
Group B in Penang boarding school
Group C including special need students
All participant attend workshop on GSP and
briefing on LS as well the research
procedure
Data collection questioner to measure the
participant Knowledge, skills, perception
and practices of GSP in T&L

 11 month July 2007-May 2008

Qualitative data were collected through written
lesson plan ,GSP sketches, worksheets, videotaped teaching & discussions and Interviews.
End project
implement at least 2 LS cycles
Encouraging the innovative use of GSP is
different for each school WHY ?? Bcoz LS
encounter different constrain and challenges
in implementing the study.

Group A

Ordinary school
4 M3 teacher with more 10 exp GSI teacher as
LS group leader
Completed 2 life cycle of LS
1st LS cycle
Form 4-chapter Lines & Planes in 3D
Identify
angle between 2 lines
angles between a line and plane
angles between 2 planes

Successful and no revise on lesson.(conducted by GSI

teacher)

2nd LS cycle
Collaboration with group member decided
use GSP for form 3 using form 2 chapter Loci 2-Dimensions(2-D) Why???
Because it is useful and help student to visualize
the movement of point 2D through animation
The content of topic :

1.
2.
3.
4.

a fixed point
2 fixed point
a straight line
two straight line

Discussion with LS group member to plan a

lesson plan and activity successful and
implement in other form 3 class by different
teacher- giving the student the activity

Group B
in Penang boarding school
4 M3 teacher- major M3-10 yr exp
Leader for LS is TKA(excellent m3 teacher)- gd knowledge in GSP
Choose : 1st LS cycle

Form 4-chapter Lines & Planes in 3D (similar group A)

Successful

 2nd LS cycle

Form 5 topic Plans & Elevations

Student sketch the plan and elevation in paper
teacher showed the rotation
Reflection- felt learning process too teacher-centered and
monotonous (boring).
So new lesson plan with student center approachbut doubt among
teachers student ability of using GSP
Finally- came up with idea student training session basic skill.
Prepare handout (complete with instruction)

 Observation students give more attention -manipulating the 3-D objects

the change of the classroom atmosphere
The students were engaged in learning by discussing with their peers
Pre test:- second LS cycle

Mean
Conclusion:- there was a positive
improvement in the students
performance
after the second
teaching.
Pre-test
13.63
Post-test

28.42

Group C

ordinary public school-including special need students

6 M3 teacher and 1 Malay language teacher
Leader KS knowledge in GSP but other beginner
KS- conduct training session weekend- poor in attendance less
commitments

 1st LS cycle
Having problem
Not good English command
Insufficient skills using GSP to prepare lesson materials
over loaded with teaching and administrative work
lack of time to participate fully in this project
lack of confidence and shy to be observed by other group members
as well as having students who were not so competent in English.

Overcome
they decided to use ready-made GSP sketches for teach-ng Loci in 2Dimensions which were prepared by Group A.

 discussion

expose teachers to the ready-made GSP sketches

carry out trial runs of the ready-made GSP sketches to
enhance their skills in using GSP to teach the topic
modify the lesson plan to suit students ability.
Outcome :

Simple to use the ready made GSP sketch

Student found it interesting and easy to follow the lesson
Teacher found easier to present the lesson to her students
using the ready-made GSP sketches
As a result student and teacher keen to use GSP so much
and they want to try
They downloaded more ready made exercise from internet.
Some reflected that they found learning with GSP
enhanced their understanding of the topic and more
interesting as well (Kal-som Saidin, 2010)

Constraints and Implications

Time Constraint
Time discussions and observation
To plan lesson together
Need to have administrators support.

Commitment
Excuses
important to make teachers realize and experience the potential
benefits of joining the LS group.

Group Leaders Leadership and Personality

Lack of Hardware and Software Support and Maintenance

Conclusion
In this paper, we only managed to share the experiences
of three LS groups that aimed to encourage the
innovative use of GSP
the limitation of observing significant changes in the
teachers knowledge and skills of using GSP.
encouraged by the positive attitude and commitment of
the participating teachers as revealed in the teaching
observations and interviews.
findings of this study show that LS collaboration can be a
potential model of teacher professional development for
encouraging the innovative use of GSP in the teaching
and learning of mathematics among secondary school
teachers.