
C. C. MENG ET AL.
242
as not enough computers will discourage the teachers to pro-
vide hands-on activities such as using GSP for their students.
Sometimes the teachers might encounter the frustrating experi-
ence that after spending much time and effort in preparing a
lesson using GSP, the computer or the LCD was found not
functioning. Clearly this wasted a lot of teaching and learning
time and resulted in disappointment and frustration among
teachers and students. Hence, it is important for the Ministry of
Education and the school administrators to ensure that there is a
constant maintenance and update of both software and hard-
ware in schools.
Conclusion
In this paper, we only managed to share the experiences of
three LS groups that aimed to encourage the innovative use of
GSP in the teaching and learning of four geometrical topics
among secondary school mathematics teachers through LS. We
acknowledge the limitation of observing significant changes in
the teachers’ knowledge and skills of using GSP. Nevertheless,
we were very much encouraged by the positive attitude and
commitment of the participating teachers as revealed in the
teaching observations and interviews. Further, the findings of
this study show that LS collaboration can be a potential model
of teacher professional development for encouraging the inno-
vative use of GSP in the teaching and learning of mathematics
among secondary school teachers.
Acknowledgement
This project is made possible with funding from the Short
Term Grant of Universiti Sains Malaysia, Penang.
References
Abdullah, N. H. L. (2005). The Effectiveness of using dynamic geome-
try software on students’ achievement in geometry. Unpublished
Master’s Thesis, Kuala Lumpur, Malaysia: University Malaya.
Bennett, D. (1999). Exploring geometry with The Geometer’s Sketch-
pad. Emeryville, CA: Key Curriculum Press.
Choi, S. S. (1996). Students’ learning of geometry using computer
software as a tool: Three case studies. Ph.D. Dissertation, Georgia:
University of Ge orgia.
Choi-Koh, S. S. (1999). A student’s learning of geometry using the
computer. Journal of Educational Research, 92, 301-311.
doi:10.1080/00220679909597611
Chi-Koh, & Sang Sook (2000). The activities based on van Hiele model
using computer as a tool. Journal of the Korean Society of Mathe-
matical Education Series D: Research in Mathematical Education, 4,
63-77.
Driskell, S. O. S. (2004). Fourth-grade students’ reasoning about
properties of two-dimensional shapes. Ph.D. Dissertation, Virginia:
University of Virginia.
Elchuck, L. M. (1992). The effects of software type, mathematics
achievement, spatial visualization, locus of control, independent time
of investigation, and van Hiele level on geometric conjecturing abil-
ity. Ph.D Dissertation, University Park, PA: The Pennsylvania State
University, URL (last checked o n 1 0 A p ril 2004)
http://wwwlib.umi.com/dissertations/fullcit/9226687
Lim, C. S., & Fatimah Saleh (2010). What can we learn? In C. S. Lim,
& L. K. Kor (Eds.), Innovative use of Geometer’s Sketchpad (GSP)
through lesson study collaboration (pp. 51-62). Penang: Basic Edu-
cational Research Unit, School of Educational Studies, Universiti
Sains Malaysia.
Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese ap-
proach to improving mathematics teaching and learning. Mahwah,
New Jersey: Lawrence Erlbaum Associates.
Finzer, W., & Jackiw, N. (1998). Dynamic manipulation of mathemati-
cal objects. URL ( last check ed o n 2 Feb ruary 2004)
http://wwwlib.keypress.com/sketchpad/talks /s2k/index.htm
Frerking, B. G. (1995). Conjecturing and proof-writing in dynamic
geometry. Ph.D. Dissertation, Atlanta, Georgia: Georgia State Uni-
versity, URL (last checked on 10 Ap ril 2004)
http://wwwlib.umi.com/ dissertations/fullcit/9507424
Goh, S. I. (2010). The significance of motivator in a lesson study group.
In C. S. Lim & L. K. Kor (Eds.), Innovative use of Geometer’s
Sketchpad (GSP) through lesson study collaboration (pp. 51-62).
Penang: Basic Educational Research Unit, School of Educational
Studies, Universiti Sains Malaysia.
Hannafin, R. D., Burruss, J. D., & Little, C. (2001). Learning with
dynamic geometry programs: Perspectives of teachers and learners.
The Journal of Educational Research, 94, 132- 144.
doi:10.1080/00220670109599911
Isoda, M., Stephens, M., Ohara, Y., & Miyakawa, T. (2007). Japanese
lesson study in mathematics: Its impact, diversity and potential for
educational improvement. New Jersey: World Scientific.
doi:10.1142/9789812707475
July, R. A. (2001). Thinking in three dimensions: Exploring students’
geometric thinking and spatial ability with The Geometer’s Sketch-
pad. Ed.D. Dissertation, Miama, Floria: Florida International Uni-
versity.
Kalsom Saidin. (2010). Two in one lesson: “Geolessdy”. In C. S. Lim,
& L. K. Kor (Eds.), Innovative use of Geometer’s Sketchpad (GSP)
through lesson study collaboration (pp. 32-40). Penang: Basic Edu-
cational Research Unit, School of Educational Studies, Universiti
Sains Malaysia.
Kasmawati Che Osman (2006). Meninjau penggunaan Geometer
Sketch Pad (GSP) di kalangan guru matematik sekolah menengah
Pulau Pinang. Unpublished M.Ed Thesis, Universiti Sains Malaysia,
Penang.
Lewis, C. (2000). Lesson study: The core of Japanese professional
development. Paper presented at the American Educational Research
Association meeting, April 2000.
Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river:
Research lessons and the improvement of Japanese education.
American Educator, 14-17 & 50-52.
McClintock, E., Jiang, Z., & July, R. (2002). Students’ development of
three-dimensional visualization in the Geometer’s Sketchpad Envi-
ronment. Proceedings of the Annual Meeting of the North American
Chapter of the International Group for the Psychology of Mathemat-
ics Education (ERIC Document Reproduction Service No. ED 471
759)
Olive, J. (2000). Learning geometry intuitively with the aid of a new
computer tool: The Geometer’s Sketchpad. The Mathematics Educa-
tor, 2, 1-5. URL (last chec ke d on 11 A ug us t 20 03)
http://jwilson.coe.uga.edu/DEPT/IME/Issues/v02n1/5olive.html
Shimahara, N. K. (1998). The Japanese model of professional devel-
opment: Teaching as craft. Teaching & Teacher Education, 14, 451-
462. doi:10.1016/S0742-051X(97)00055-3
Stigler, J. W., & Hiebert, J. (1997). Understanding and improving
classroom mathematics instruction: An overview of the TIMSS video
study. Phi Delta Kappan, 79, 14-21.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from
the world’s teachers for improving education in the classroom.
NewYork: The Free Press.
Tan, K. A. (2010). In search of best practices. In C. S. Lim & L. K. Kor
(Eds.), Innovative use of Geometer’s Sketchpad (GSP) through les-
son study collaboration (pp. 41-50). Penang: Basic Educational Re-
search Unit, School of Educational Studies, Universiti Sains Malay-
sia.
Teoh, B. T., & Fong, S. F. (2005). The effects of geometer’s sketchpad