Integrating Geometry in Teaching Square of A Binomial – A Lesson Study

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    This paper intends to discuss the benefits of doing lesson studies in order to improve teaching practice in Mathematics. Fifteen Grade 8 students from a private school in the National Capital Region, Philippines participated in the study. The group followed the cycle of planning the lesson, implementing, and discussing what transpired from teaching the research lesson. The lesson study is about integrating geometry in obtaining the square of a binomial. After planning the lesson and implementing what has been discussed, it has been agreed upon that the objective of the lesson has been met, and that is to relate areas in squaring a binomial. Afterwards, a post-conference discussion was done. It has been emphasized that in order to teach Mathematics effectively and efficiently, a teacher must consider and be aware of the appropriateness of a lesson given a limited amount of time. Additionally, highlighting wrong answers must be done so that students will be able to process what caused those errors and in turn they will be able to avoid those mistakes. Lastly, it is also evident that a teacher should craft his or her skills in the art of questioning. Thus, conducting lesson studies improve teaching practices in mathematics.

     

     

  • Keywords


    Area; Art of questioning; Geometry; Lesson study; Square of a binomial.

  • References


      [1] Department of Education. (2012). DO 31, S. 2012. Policy guidelines on the implementation of grades 1 to 10 of the k to 12 basic education curriculum (bec) effective school year 2012-2013.

      [2] SEAMEO-INNOTECH. (2012). K to 12 Toolkit: Resource Guide for Teacher Educators, School Administrators and Teachers.

      [3] Pascua L, Secondary Mathematics Education in the Philippines Today, Bell, G (Ed), Asian Perspectives on Mathematics Education. The University of New England, Australia, (1993).

      [4] SEI-DOST & MATHTED. (2011). Mathematics framework for philippine basic education. Manila: SEI-DOST & MATHTED

      [5] Ulep SA, “Good Mathematics Teaching Practices in the Making: A Philippine Experience”, Tsukuba Journal of Educational Study in Mathematics, Vol.25, (2006).

      [6] Ingvarson L & Rowley G, “Quality Assurance in Teacher Education and Outcomes: A Study of 17 Countries”, Teacher Education and Development Study in Mathematics (TEDS-M), Vol.46, No.4, (2008), pp.177-193.

      [7] Anfara V, Lenski S & Caskey M, “Using the lesson study approach to plan for student learning”, Middle School Journal, Vol.40, No.3, (2009), pp.50-57.

      [8] Elipane LE, “Introducing Lesson Study as a Professional Development Model in the Islands of the Philippines”, Journal of Computational and Theoretical Nanoscience, doi:10.116/asl.2017.7514, (2017).

      [9] Elipane LE, Casalan M., Pangusan M, Joting-Quiman C & Alentajan J, “Comparing Perceptions on Professional Development: Introducing Lesson Study to Pre-service Teachers”, Talent Development and Convergence Education, Seoul, South Korea, (2014).


 

View

Download

Article ID: 28236
 
DOI: 10.14419/ijet.v7i4.1.28236




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.