Effects of Geometer’s Sketchpad on Algebraic Reasoning Competency amongst Students in Malaysia

This study investigates the impact of incorporating Geometer\u27s Sketchpad into GSP-based instruction on the algebraic reasoning proficiency of students. The research outlines the application of GSP-based instruction, utilizing Geometer\u27s Sketchpad in Mathematics education, with a specific focus on solving quadratic problems. A quasi-experimental design, involving non-equivalent pre-test and post-test assessments, was conducted on 60 second-grade students at a private secondary school in Kuala Lumpur. The experimental group, consisting of 30 students, utilized Geometer\u27s Sketchpad in their learning, while the control group, comprising 30 students, received traditional instruction. Data analysis was performed using ANATES 4 and SPSS 25.0 software, incorporating inferential statistics such as paired t-tests and one-way ANCOVA for quantitative data analysis. Both groups underwent an initial pre-test assessment. The research findings reveal a significant disparity in algebraic reasoning proficiency between the two groups, indicating substantial improvement after the intervention. Consequently, the integration of Geometer\u27s Sketchpad in GSP-based instruction contributed to the enhancement of students\u27 algebraic reasoning skills, particularly in quadratic problem-solving. In conclusion, this study underscores the potential of Geometer\u27s Sketchpad as an instructional intervention, urging mathematics educators to contemplate its incorporation as an alternative teaching tool

Reviewing the Van Hiele model and the application of metacognition on geometric thinking

Metacognition, or the ability to think about thinking, is essential in the development of geometric thinking. However, studies on the Van Hiele model and the application of metacognition on geometric thinking are still under-researched. This study aimed to provide a review of the Van Hiele model and the application of metacognition on geometric thinking. A total of 844 articles were retrieved through internet search engines from 1995 to 2020 and manually selected and reviewed systematically. The keywords used related to the Van Hiele model, metacognition, and geometric thinking. The findings that emerged from the review were categorized into two main themes which were the effectiveness of the Van Hiele model towards geometric thinking and the effectiveness of the application of metacognition on geometric thinking. Most articles revealed the positive indication of the geometric thinking development through the Van Hiele model intervention. It also seems that the potential of the application of metacognition in the Van Hiele model can strengthen geometric thinking development. Researchers and educators may find this knowledge useful in conducting empirical studies and developing learning instructions based on the application of metacognition in the development of geometric thinking

Innovating instruction of Malay grammar through a word list program

The dilemma of teaching and/or learning grammar in a language that is often considered ‘dry’ and dull often happens not just to students, but also to teachers.One of the factors that contribute to this problem is the lack of appeal that could intrigue students to learn, understand and gradually master the grammar of a language. Consequently, the teaching and learning of grammar which ought to be “alive” will become irrelevant, namely to the new generation of IT literate students.Thus, this study attempts to present a new method of teaching and learning grammar, taking into account the interests and preferences of students who are quite familiar to the world of information technology.If previously the teaching and learning of grammar, particularly the grammatical system, was closely related to the description of rules (right and wrong) and formulas (rules) with the aid of grammar and dictionary, the new method proposed will expose students to a computer software program based on the list of words that can assist students in understanding the grammar system more comprehensively, effectively and interestingly. For a start, this study will show how the antconc word list program enables students to understand the complex meaning of a particular lexeme selected from the corpus.Students will then learn to produce sentences from the complex meanings which they have identified from the word list program

THE EFFECTIVENESS OF DYNAMIC MATHEMATICAL SOFTWARE IN THE INSTRUCTION OF THE UNIT CIRCLE

This study is attempting to test the effectiveness of dynamic computer models such as GeoGebra and Desmos on high school students’ ability to understand key concepts with regards to the introduction of unit circle and the graphing of the sine and cosine functions. Algebra two high school students of varying ages were chosen and randomly placed into two groups. Both groups were given the same pre-assessment and an identical lesson. The two groups’ only difference occurred with the individual student practice portion of the lesson where one group did ‘traditional’ paper and pencil practice for graphing and solving while the other group used only computer models as their individual practice. Both groups were then reassessed by giving the same assessment again. Their levels of improvement were compared using standard statistical analysis and a mean comparison test. The results showed a statistically significant improvement in the student group that used the dynamic models versus the group that did not use the computer. The sample size was large enough to generate a confidence value of over 99% (99.3%) so we were able to reject the null hypothesis that there was no difference between the group results and accept the hypothesis that the student group that used the computer models improved by a statistically significant amount. The non computer group improved by 7.7 percent while the computer aided group improved by over 49 percent. This represented an 88 percent increase in the scores of the computer group when compared with the control group. I was able to definitively conclude that the dynamic software did have a significant and positive effect on the students\u27 learning of the unit circle. It is hoped that this information will be used to help inform more effective instruction for high school and college students as they learn this topic. It also provides a strong argument for an increased emphasis on educating teachers to become more fluent in the use of dynamic models and software as both a demonstration tool and as an interactive tool for their students in a variety of math levels. These results may also have wider applications to many other math topics and math instruction in general

Enhancing Secondary Students’ Geometric Thinking And Teachers’ Tpack Through Lesson Study Incorporating Phase-Based Instruction Using GSP

Geometri telah terbukti sebagai salah satu topik matematik yang sukar bagi pelajar di kebanyakan negara. Hal ini menunjukkan bahawa pengajaran dan pembelajaran geometri di Thailand adalah kurang berkesan kerana pelajar yang berkesan adalah hasil daripada pendekatan pengajaran yang berkesan dan penggunaan bahan bantu mengajar yang sesuai. Kajian ini bertujuan menentukan sejauh manakah penggunaan “Lesson Study” dan pengajaran berasaskan fasa (LSPBI) menggunakan GSP meningkatkan tahap pemikiran geometri pelajar sekolah menengah serta mengkaji perubahan dalam pengetahuan teknologi, konten dan pedagogi menggunakan GSP (GSP-TPACK) guru sebelum, semasa dan selepas LSPBI menggunakan GSP. Pendekatan kuantitatif menggunakan reka bentuk kajian kuasi-eksperimen telah digunakan untuk menjawab persoalan kajian mengenai tahap pemikiran geometri pelajar manakala pendekatan kualitatif telah digunakan untuk menjawab persoalan kajian mengenai GSP-TPACK guru. Dalam kajian ini, lima orang guru dan tiga kumpulan pelajar pelbagai keupayaan di sebuah sekolah bandar di wilayah Yala, Thailand telah dipilih sebagai peserta kajian. 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

High School Principal Leadership For The Implementation Of A Personalized Proficiency Education Paradigm In The State Of Vermont

As of 2014, the State of Vermont adopted a policy package directing schools to implement a new way of educating and graduating students. Vermont’s Act 77 and Education Quality Standards require schools to identify specific skills and knowledge students must be proficient in to graduate and ensure each student has a personalized experience. Vermont’s tradition of local control means high school principals are leading change in their schools. How high school principals are understanding, valuing, and acting to lead the implementation of Vermont’s policies for personalized, proficiency-based education therefore varies by location. The purpose of this multiple case study was to explore high school principal leadership at a critical juncture of implementing Vermont’s personalized proficiency education paradigm. Principals’ understanding was analyzed using an accountability vs. flexibility framework influenced by Sturgis (2016) and Labaree (1997). Principals’ action steps were considered through the lens of Frontier and Rickabaugh’s (2014) five levers for school change. Principals’ leadership style was analyzed using transformational leadership practices (Leithwood & Sun, 2012). The findings from five high school principals suggest that Vermont’s policies were valued for their potential to improve student outcomes, student engagement, and future career opportunities. Principals’ understanding of the policies varied, suggesting a lack of cohesive understanding of policy goals across the state. They leveraged school structures and education standards to enact policy implementation, suggesting a focus on proficiency over personalization at the time of this study. Principals in this study were leading school change by building teacher capacity and enabling teacher collaboration, suggesting they were accessing key transformational leadership practices to enable school change. The principals also identified sticking points to implementation, including: a lack of appropriate computer software for proficiency-based grading, a limited timeframe for implementation, limited leadership resources and supports from the state, and worries about a lack of equity of opportunity for all students. This study has implications for education policy developers, state-level education agencies, and other high school principals. The findings suggest school-based implementation of state-level education policy, even in local control states, can be facilitated by supports for growing leader understanding of policy intentions and facilitating policy implementation with suggested timelines and key steps. The findings also suggest high school principals access transformational leadership practices when engaging their schools in a change process. By increasing the breadth of these practices, they can facilitate the whole-school change in a personalized proficiency paradigm

Best Practices of Fostering Undergraduates’ Cross-Cultural Competence Involving Training Them in Foreign Languages: Systemic Review

The purpose of the study was to identify and categorise the criteria-specified instructional approaches to fostering undergraduates’ cross-cultural skills involving training them in foreign languages and to evaluate their effectiveness and feasibility. It was a systemic review of the effectiveness type. The descriptive content analysis was used as a methodology within the study to analyse the relevant short-listed sources. The triangular assessment method (TAM) was applied by instructors from Ukraine to rate each approach’s/programme/course’s potential effectiveness and/or feasibility for the context of higher education in Ukraine. This review identified potentially effective and feasible approaches/programmes/courses that can be converged to produce more efficient instructional models for fostering undergraduates’ cross-cultural skills. The selected approaches or courses or programmes could be categorised as technology-driven approaches, approaches based on classroom activities or using specific instruction models, psychological effect-driven approaches, and combined or converged approaches. The use of technology-driven approaches seems to be the emerging instructional trend specifically in training students’ cross-cultural skills

THE EFFECTS OF TECHNOLOGY SUPPORTED UbD BASED INSTRUCTIONAL DESIGN TRAINING ON STUDENT TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND LEARNING – TEACHING CONCEPTIONS

The present study aimed to improve student teachers' technological pedagogical content knowledge (TPACK) and learning and teaching conceptions through technology-supported UbD-based instructional design training. It employed an action research design that comprises quantitative and qualitative research processes. In the study, 215 student teachers in 25 different groups participated in UbD-based instructional design training that includes poetry design, PowerPoint design, video research and asking questions, scenario-based visual aided learning activity design, and UbD unit design tasks by Google Classroom. As data collection tools, TPACK self-efficacy beliefs scale and learning and teaching conceptions scales, and collective written diaries were used. Statistical findings showed that UbD-based instructional design contributed to a significant improvement in student teachers' TPACK and constructivist teacher conceptions while a decrease in behaviorist teacher conceptions. Content analysis results pointed out that the experiences and effects of UbD on student teachers were discovered under five themes: development of (a) TPACK, (b) constructivist teacher understanding, (c) lifelong learning experiences, (d) affective orientation (e) the restrictions of UbD based instructional design. Within the professional development program's scope, it is suggested that the researchers should conduct projects, workshops, and research courses on the development of student teachers' competencies in UbD-based instructional design studies

Effect of mathematical software on senior secondary school students’ achievement in geometry

In spite of the numerous benefits of geometry to the learners, there has been an abysmal achievement of students in the concept. Could it be that an appropriate teaching strategy is not used in teaching the concept to the students? This quasi-experimental research design was carried out using non-randomised pretest and posttest group. To ascertain the achievement of high school students using mathematical software in geometry class. David kolb’s experiential theory of learning was used as an underpinning theory. From the total of 12,308 high school students in Benue state Nigeria, 457 sample was drawn for the study. Test of hypotheses was done using Analysis of Covariance (ANCOVA) at 0.05 level of significance, whereas Mean and Standard Deviation were used to answer the questions in the research. The findings of the research show that students in the experimental group outperformed those in the control group, with a Mean score of 68.94 versus 58.45. The study findings also showed a statistically difference in the achievement and there were no gender disparities in both groups. The study concluded that mathematical softwares improved students’ achievement, hence, recommended that teachers should adopt mathematical software in the teaching of geometrical constructions and other mathematical concepts for students’ high achievement