Enacting Core Practices of Effective Mathematics Pedagogy with GeoGebra

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  • Author(s): Benning, Isaac
  • Language:
    English
  • Source:
    Mathematics Teacher Education and Development. 2021 23(2):102-127.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: [email protected]; Web site: https://mted.merga.net.au/index.php/mted/index
    • Peer Reviewed:
      Y
    • Source:
      26
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      Mathematics Instruction; Teaching Methods; Geometry; Computer Software; Instructional Effectiveness; Faculty Development; Inservice Teacher Education; Lesson Plans; Teacher Attitudes; Discussion (Teaching Technique); Student Evaluation; Technology Integration; High School Teachers; Educational Practices; Technological Literacy; Pedagogical Content Knowledge; Foreign Countries
    • Subject Terms:
      Ghana
    • ISSN:
      1442-3901
    • Abstract:
      This research study was conducted to identify core practices of enacting effective mathematics pedagogy with GeoGebra, a software application for teaching and learning mathematics. Eleven Ghanaian in-service mathematics teachers were engaged in a twelve-month professional development programme where they developed GeoGebra-based mathematics lessons, which they taught to their peers and subsequently to students in the classroom. The teachers' actions and views about using GeoGebra to enact mathematics lessons were examined with the aim to specify the core practices of effective mathematics pedagogy. Data was collected through interviews, focus group discussions, lesson plans, and lesson observations. The results provided evidence that teachers were able to enact core practices, to different degrees, within five central themes of effective mathematics pedagogy: creating a mathematical setting, providing worthwhile mathematical tasks, orchestrating mathematical discussions, making mathematical connections, and assessing students' learning. Further analysis of the data provided evidence for theorising 31 core practices across these central themes of effective mathematics pedagogy. Following their engagement in the professional development programme, the teachers enacted these practices to greater or lesser extent. However, it was problematic for most teachers to effectively engage their students in a deep mathematical discussion. The findings from this study have implications for high school mathematics curriculum, effective mathematics pedagogy literature, and professional development for technology integration in teaching and learning.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1306877