Mathematics Teachers’ Problems and Needs in Using

Mathematics Teachers’ Problems and Needs in Using[pic 1]

the Geometer’s Sketchpad Program Teaching Mathematics

Teerawit Tinprapa

Division of Mathematics, Faculty of Education,

Suan Sunandha Rajabhat University, Thailand

Teerawit.ti@ssru.ac.th

Introduction

        Technology development is important to development of the world, including educational development. Implication of technology to classroom instruction reduces the time that the students used to learn new concept (Kulik, 1994) Technology, such as computer software, plays an important role in mathematics education. Implication of technology to classroom instruction can enhance students’ learning, especially when the students actively engage with the technology (Wenglinsky, 1998; Goo, Galbraith, Renshaw, & Geiger, 2003).

[pic 2]

Figure 1  Thai students are using technology to learn mathematics

 The Geometer’s Sketchpad Program (GSP) is one of the computer software programs used in mathematics classrooms. Implication of the GSP in classroom

instruction  can enhance students’ learning ability because it provides visual figures representing abstract mathematical concepts. Because the instructional media constructed by GSP is dynamic, implication of the GSP in mathematics classroom instruction can promote students’ conceptual development in all mathematical disciplines and school levels (Hoong & Khoh, 2003; Cory, Manizade, Sharp, Stechroth, & Garafalo, 2004).[pic 3]

[pic 4]

Figure 2  A Thai student is working on mathematics by using GSP

Research Questions

        After the training, it is important to explore how the teachers apply knowledge from the training to classroom instruction. However, the follow up of the training still lacks. Thus, this study explores:

1. What are the levels of problems and needs in using GSP teaching mathematics in the classrooms?
2. What are the relationships between teachers’ personal background (gender, educational background, and teaching experience) and problems in using GSP teaching mathematics in the classrooms?
3. What are the relationships between teachers’ personal background (gender, educational background, and teaching experience) and needs in using GSP teaching mathematics in the classrooms?[pic 5]

Research Samples

The samples of this study are 160 mathematics teachers who pass a training on how to use GSP in mathematics classroom instructions conducted by IPST. They were selected by purposive sampling in order to get the research participants who use GSP teaching mathematics in the classrooms.