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.

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