##plugins.themes.academic_pro.article.sidebar##
Published
Nov 15, 2022
Download
Statistic
Read Counter : 97
Download : 75
Downloads
Download data is not yet available.
Main Article Content
Abstract
With the shift of learning modality from face-to-face to online distance learning, teaching Mathematics has been linked to new challenges and constraints. This paper investigates how radian measure can be taught via distance learning delivery modality. An Online Lesson Study was conducted, and the research lesson was implemented for first-year college students taking Bachelor of Secondary Education major in Mathematics at a state university in the Philippines. The recorded dialogues during the post-lesson discussion were transcribed and analyzed by the researchers. Through these processes, three themes emerged: (1) logistical issues in online teaching, (2) alignment of purpose and approach in online teaching, and (3) theoretical underpinnings for online teaching. Hence, online lesson study provides a venue for teachers to pursue professional development amidst the pandemic.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Flores, L. A., Presto, A. C., Combo, J. E. A., Caballero, J. G., Palanas, V. D., Devis, R. A., & Elipane, L. E. (2022). Learnings from Conducting an Online Lesson Study for the Online Teaching of Radian Measure . International Journal of Multidisciplinary: Applied Business and Education Research, 3(11), 2440-2450. https://doi.org/10.11594/ijmaber.03.11.27
References
Akkoç, H. (2008). Pre-service mathematics teachers' concept images of radian. International Journal of Mathematical Education in Science and Technolo-gy, 39(7), 857-878. http://dx.doi.org/10.1080/00207390802054458\
Brousseau, G., Balacheff, N., Cooper, M., Sutherland, R., & Warfield, V. (2006). Theory of Didactical Situations in Mathematics: Didactique des Mathématiques, 1970–1990. Springer Publishing.
Calleja, J., & Camilleri, P. (2021). Teachers' learning in extraordinary times: Shifting to a digitally facili-tated approach to lesson study. International Journal for Lesson and Learning Studies, 10(2), 118-137. https://doi.org/10.1108/IJLLS-09-2020-0058
Carlgren, I. (2012). The learning study as an approach for “clinical” subject matter didactic research. In-ternational Journal for Lesson and Learning Studies, 1(2), 126-139. https://doi.org/10.1108/20468251211224172
Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2021). Teaching math-ematics at distance: A challenge for universities. Educ. Sci., 11(1), 1. https://dx.doi.org/10.3390/educsci11010001
Challenger, M. (2009). From triangles to a concept : A phenomenographic study of A-level students’ devel-opment of the concept of trigonometry (Doctoral thesis). http://wrap.warwick.ac.uk/
Clarke, D., Keitel, C., & Shimizu, Y. (2006). Mathematics Classrooms in Twelve Countries: The Insider’s Per-spective (Learner’s Perspective Study). Sense Pub-lishers.
Department of Education. (2019). ALS-EST handbook for implementers [E-book]. https://www.deped.gov.ph/als-est/PDF/ALS-EST_Handbook_Chapter06.pdf
Elipane, L. (2012). Integrating the essential elements of lesson study in pre-service mathematics teacher ed-ucation (Doctoral dissertation). https://www.ind.ku.dk/publikationer/inds_skriftserie/2012-27
Fi, C. D. (2003). Preservice secondary school mathematics teachers’ knowledge of trigonometry: Subject matter content knowledge, pedagogical content knowledge, and envisioned pedagogy (Doctoral thesis). https://iro.uiowa.edu
Goei, S.L., van Joolingen, W.R., Goettsch, F., Khaled, A., Coenen, T., In 't Veld, S.G.J.G., de Vries, S., & Schip-per, T.M. (2021). Online lesson study: Virtual teaming in a new normal. International Journal for Lesson and Learning Studies, 10(2), 217-229. https://doi.org/10.1108/IJLLS-09-2020-0078
Gur, H. (2009). Trigonometry Learning. New Horizons in Education, 57(1), 67-80. https://files.eric.ed.gov/fulltext/EJ860819.pdf
Huang, X., Lai, M.Y., & Huang, R. (2021). Teachers' learn-ing through an online lesson study: An analysis from the expansive learning perspective. Interna-tional Journal for Lesson and Learning Studies, 10(2), 202-216. https://doi.org/10.1108/IJLLS-09-2020-0076
Jabbour, K.K. (2012). Multimedia principle in teaching lessons. Acta Didactica Napocensia, 5(4), 11-16. https://files.eric.ed.gov/fulltext/EJ1054454.pdf
Kamber, D., & Takaci, D. (2017). On problematic aspects in learning trigonometry. International Journal of Mathematical Education in Science and Technolo-gy, 49(2), 161-175. https://doi.org/10.1080/0020739X.2017.1357846
Meyer, R.E. (2009). Multimedia Learning. Cambridge University Press.
Mkhomazi S. S., & Iyamu, T. (2013). A guide to selecting theory to underpin information systems studies. In Dwivedi, Y. K., Henriksen, H. Z., Wastell D., & De’, R. (Eds.), TDIT 2013: Grand Successes and Failures in IT. Public and Private Sectors (pp. 525-537). https://doi.org/10.1007/978-3-642-38862-0_33
Munna, A. S., & Shaikh, M. S. I. (2020). Pedagogies and practice: Online teaching during COVID-19. Inter-national Journal of Humanities and Innovation, 3(4), 132–138. https://doi.org/10.33750/ijhi.v3i4.96
Nabie, M. J., Akayuure, P., Ibrahim-Bariham, U. A., & Sofo, S. (2018). Trigonometric concepts: Pre-service teachers’ perceptions and knowledge. Journal on Mathematics Education, 9(2), 169-182. https://files.eric.ed.gov/fulltext/EJ1193604.pdf
Orhun, N. (2004). Student’s mistakes and misconcep-tions on the teaching of trigonometry. Journal of Curriculum Studies, 32(6), 797-820.
Rumanova, L., Vallo, D., & Duris, V. (2015). Didactical phenomena of unusual geometry tasks in teaching of stereometry. Procedia - Social and Behavioral Sciences, 186, 354–358. https://doi.org/10.1016/j.sbspro.2015.04.087
Steckroth, J.J. (2007). Technology-enhanced mathematics instruction: Effects of visualization on student un-derstanding of trigonometry (Doctoral disserta-tion). https://www.proquest.com/docview/304796636
Taley, I. B., Mensah, F. S., & Adjei, P. A. (2021). Online mathematics learning experiences of the colleges of education students in Ghana. Journal of Educa-tion and Learning (EduLearn), 15(4), 601-610. DOI: 10.11591/edulearn.v15i4.20293
Tatar, E., Okur, M., & Tuna, A. (2008). A study determines learning difficulties in secondary mathematics ed-ucation. Kastamonu University Journal of Educa-tion, 16(2), 507-516.
Topçu, T., Kertil, M., Akkoç, H., Yılmaz, K., & Önder, O. (2006). Preservice and in-service mathematics teachers’ concept images of a radian. Proceedings of the 30th International Conference on the Psy-chology of Mathematics Education, 5, 281-288. https://www.academia.edu/2113036/
Walsh, R., Fitzmaurice, O., & O’Donoghue, J. (2017). What Subject Matter Knowledge do sec-ond-level teachers need to know to teach trigo-nometry? An exploration and case study. Irish Ed-ucational Studies, 36(3), 273-306. DOI: 10.1080/03323315.2017.1327361
Winsløw, C. (2003) Semiotic and discursive variables in case-based didactical engineering. Educational Studies in Mathematics, 52(3), 271–288. https://doi.org/10.1023/A:1024201714126
Brousseau, G., Balacheff, N., Cooper, M., Sutherland, R., & Warfield, V. (2006). Theory of Didactical Situations in Mathematics: Didactique des Mathématiques, 1970–1990. Springer Publishing.
Calleja, J., & Camilleri, P. (2021). Teachers' learning in extraordinary times: Shifting to a digitally facili-tated approach to lesson study. International Journal for Lesson and Learning Studies, 10(2), 118-137. https://doi.org/10.1108/IJLLS-09-2020-0058
Carlgren, I. (2012). The learning study as an approach for “clinical” subject matter didactic research. In-ternational Journal for Lesson and Learning Studies, 1(2), 126-139. https://doi.org/10.1108/20468251211224172
Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2021). Teaching math-ematics at distance: A challenge for universities. Educ. Sci., 11(1), 1. https://dx.doi.org/10.3390/educsci11010001
Challenger, M. (2009). From triangles to a concept : A phenomenographic study of A-level students’ devel-opment of the concept of trigonometry (Doctoral thesis). http://wrap.warwick.ac.uk/
Clarke, D., Keitel, C., & Shimizu, Y. (2006). Mathematics Classrooms in Twelve Countries: The Insider’s Per-spective (Learner’s Perspective Study). Sense Pub-lishers.
Department of Education. (2019). ALS-EST handbook for implementers [E-book]. https://www.deped.gov.ph/als-est/PDF/ALS-EST_Handbook_Chapter06.pdf
Elipane, L. (2012). Integrating the essential elements of lesson study in pre-service mathematics teacher ed-ucation (Doctoral dissertation). https://www.ind.ku.dk/publikationer/inds_skriftserie/2012-27
Fi, C. D. (2003). Preservice secondary school mathematics teachers’ knowledge of trigonometry: Subject matter content knowledge, pedagogical content knowledge, and envisioned pedagogy (Doctoral thesis). https://iro.uiowa.edu
Goei, S.L., van Joolingen, W.R., Goettsch, F., Khaled, A., Coenen, T., In 't Veld, S.G.J.G., de Vries, S., & Schip-per, T.M. (2021). Online lesson study: Virtual teaming in a new normal. International Journal for Lesson and Learning Studies, 10(2), 217-229. https://doi.org/10.1108/IJLLS-09-2020-0078
Gur, H. (2009). Trigonometry Learning. New Horizons in Education, 57(1), 67-80. https://files.eric.ed.gov/fulltext/EJ860819.pdf
Huang, X., Lai, M.Y., & Huang, R. (2021). Teachers' learn-ing through an online lesson study: An analysis from the expansive learning perspective. Interna-tional Journal for Lesson and Learning Studies, 10(2), 202-216. https://doi.org/10.1108/IJLLS-09-2020-0076
Jabbour, K.K. (2012). Multimedia principle in teaching lessons. Acta Didactica Napocensia, 5(4), 11-16. https://files.eric.ed.gov/fulltext/EJ1054454.pdf
Kamber, D., & Takaci, D. (2017). On problematic aspects in learning trigonometry. International Journal of Mathematical Education in Science and Technolo-gy, 49(2), 161-175. https://doi.org/10.1080/0020739X.2017.1357846
Meyer, R.E. (2009). Multimedia Learning. Cambridge University Press.
Mkhomazi S. S., & Iyamu, T. (2013). A guide to selecting theory to underpin information systems studies. In Dwivedi, Y. K., Henriksen, H. Z., Wastell D., & De’, R. (Eds.), TDIT 2013: Grand Successes and Failures in IT. Public and Private Sectors (pp. 525-537). https://doi.org/10.1007/978-3-642-38862-0_33
Munna, A. S., & Shaikh, M. S. I. (2020). Pedagogies and practice: Online teaching during COVID-19. Inter-national Journal of Humanities and Innovation, 3(4), 132–138. https://doi.org/10.33750/ijhi.v3i4.96
Nabie, M. J., Akayuure, P., Ibrahim-Bariham, U. A., & Sofo, S. (2018). Trigonometric concepts: Pre-service teachers’ perceptions and knowledge. Journal on Mathematics Education, 9(2), 169-182. https://files.eric.ed.gov/fulltext/EJ1193604.pdf
Orhun, N. (2004). Student’s mistakes and misconcep-tions on the teaching of trigonometry. Journal of Curriculum Studies, 32(6), 797-820.
Rumanova, L., Vallo, D., & Duris, V. (2015). Didactical phenomena of unusual geometry tasks in teaching of stereometry. Procedia - Social and Behavioral Sciences, 186, 354–358. https://doi.org/10.1016/j.sbspro.2015.04.087
Steckroth, J.J. (2007). Technology-enhanced mathematics instruction: Effects of visualization on student un-derstanding of trigonometry (Doctoral disserta-tion). https://www.proquest.com/docview/304796636
Taley, I. B., Mensah, F. S., & Adjei, P. A. (2021). Online mathematics learning experiences of the colleges of education students in Ghana. Journal of Educa-tion and Learning (EduLearn), 15(4), 601-610. DOI: 10.11591/edulearn.v15i4.20293
Tatar, E., Okur, M., & Tuna, A. (2008). A study determines learning difficulties in secondary mathematics ed-ucation. Kastamonu University Journal of Educa-tion, 16(2), 507-516.
Topçu, T., Kertil, M., Akkoç, H., Yılmaz, K., & Önder, O. (2006). Preservice and in-service mathematics teachers’ concept images of a radian. Proceedings of the 30th International Conference on the Psy-chology of Mathematics Education, 5, 281-288. https://www.academia.edu/2113036/
Walsh, R., Fitzmaurice, O., & O’Donoghue, J. (2017). What Subject Matter Knowledge do sec-ond-level teachers need to know to teach trigo-nometry? An exploration and case study. Irish Ed-ucational Studies, 36(3), 273-306. DOI: 10.1080/03323315.2017.1327361
Winsløw, C. (2003) Semiotic and discursive variables in case-based didactical engineering. Educational Studies in Mathematics, 52(3), 271–288. https://doi.org/10.1023/A:1024201714126