Mathematics Learning Community Sessions : a collaborative learning programme to enhance teaching proficiency of geometrical concepts in secondary schools

Abstract

In this study, I investigated how engaging secondary school teachers in a collaborative learning programme (CLP) may enhance their teaching proficiency of geometrical concepts. The study specifically explored the influence of the CLP on secondary school teachers' beliefs about mathematics and geometry, beliefs about the teaching and learning of geometry, and their conceptual understanding of geometrical concepts. A qualitative approach was undertaken within which a phenomenological case study research design was conducted in two different settings within the integrated use of GeoGebra®, compass, and ruler. A purposive sampling of four in-service teachers from the same township school and 24 pre-service secondary school teachers from the same university participated in the study. Data were gathered in 2017 and collected by means of open-ended surveys and geometry tasks. Open-ended surveys were conducted before and after the CLP, which required participants to respond to mathematics, geometry, and the CLP questions. On the other hand, geometry tasks were conducted through seven weekly face-to-face sessions, each running for about ninety minutes per session, requiring participants to work together to solve geometry problems involving angles, triangles, and circles. Data were analysed by means of an ATLAS.ti™ 9 programme. The van Hiele theory, in conjunction with an analytical framework related to geometric justifications, as articulated by Marrades and Gutiérrez, was used to analyse participants' answers to geometry problems. Beswick's conceptual framework was also used to describe participants' beliefs about mathematics and geometry teaching. The results suggest that the CLP has the potential to support and enhance teaching proficiency of geometrical concepts. Participants' views about the CLP affirmed that they gained valuable insight into the teaching and learning of geometry in secondary schools. However, some challenges that could limit the success of the CLP were also identified.