Learning Science and Mathematics (LSM) Journal Vol.1, Issue 18, pp 1-15
Use of Dynamic Geometry Software in the Teaching of Matrix and Transformation: An Exemplar of a Classroom Enactment
Kexin Chen, Tin Lam Toh, Tianming Zhu
Received first draft 21 March 2023. Received reports from first and second reviewers (13 April and 17 April 2023).
Received revised draft 28 April 2023.
Accepted to publish 23 August 2023.
Abstract
Purpose and Research Question - In this paper, we propose a ‘Specializing, Conjecturing, Convincing, Generalizing’ (SCCG) or SC2G framework for using a dynamic geometry software (DGS) to enact a lesson on “Matrix and Transformation” based on intuitive experimental approach.
Methodology - A Systematic Literature Review (SLR) focused on the impact of DGS on students’ learning, drawing on various learning theories, including Skemp’s relational understanding, social dimensional constructivism, and discovery learning.
Findings - We demonstrate with an exemplar the use of SC2G framework in designing one “Matrix and Reflection” lesson for senior high school students.
Significance and Contribution in Line with Philosophy of LSM Journal – An exemplary lesson design of using SC2G framework to facilitate teaching and learning of Matrix and Transformation in a Geogebra environment was presented in this paper. This lesson design exemplar provides an example for designing the subsequent lessons on Matrix and Transformation based on SC2G framework and hopefully could spur further interest among educators in exploring DGS for mathematics instruction.
Keywords: Dynamic geometry software; Matrix and transformation; Intuitive-experimental approach; Constructivism; Discovery learning
© 2023 SEAMEO RECSAM LSM Journal
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