PMGC 6101

PMGC 6101- INFORMATION COMMUNICATION TECHNOLOGY IN MATHEMATICS EDUCATION REPORT SUMMARY OF ARTICLE
NAME: ADAWIAH BINTI ABD AZIZ MATRIC NO: PGG-130006 I/C NO: 781123-05-5074 UNTUK PERHATIAN: DR LEONG KWAN EU

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ENHANCING PRE-SERVICE SECONDARY MATHEMATICS TEACHERS SKILL OF USING THE GEOMETER S SKETCHPAD (GSP) THOUGH LESSON STUDY.

A key review of Chew Cheng Meng and Lim Chap Sam et. al 2011, Enhancing Preservice secondary mathematics teachers skill of using the Geometers Sketchpad (GSP) though Lesson Study. Accounting research by journal volume 34 number 1, page 90 to 110. This delve into purpose is to enhance pre-service secondary mathematics teachers skills of with GSP through Lesson Study. The aim of this study is to enhance pre-service secondary mathematics teachers skill of using the Geometers Sketchpad (GSP) during lesson study. These study only discuses the changes in one of the Lesson Study groups. Lesson study is Japanese model of teacher professional development that teacher engage in to improve the teaching quality and to enrich students learning experiences. It also a process where the little group teachers meet to plan lesson, observe these lesson unfold in actual classrooms, discuss their observation and revise the lesson collaboratively. Six main

stepladders in lesson study is collaboratively planning the lesson plan, seeing the lesson plan in action, discussing the lesson plan, revising the lesson plan, teaching the new version of the lesson and sharing reflections about the new version of lesson (Fernandez & Yoshida, 2004) Method of the assortment in this study is qualitative data. The step in this lesson is observation, written the lesson plans, do the reflection and GSP sketches. This study comprised of 101 pre-service secondary mathematics teaching methods course in a local public university. Purposeful sampling on intended teachers. The GSP sketcher for first lesson examine about how to contract regular polygons using selection arrow device compass device etc, use display menu to hide object and transform menu to rotate objects and use a text tool to type the title of the sketch, the meaning of regular
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polygons and etc. From the discuss the peer commentary about the font were too small, the colour not attracting, the sides and interior angle of the regular polygons were pointed without the showing the actual measure and the axes of symmetry are usually drawn in the dashed lines. And then The lecture comment about how to approach deductive and too teacher cantered, no opportunity to student to explore and discover and suggest to using inductive approach to make a lesson more interesting and meaningful based on van Hiele level of geometric thinking. After that, they discuss about the GSP sketch for second lesson. The lesson skill acquired for this lesson is construct colourful regular polygon, use show or hide buttons, enlarge the fonts in labels, word, numbers and symbols by using Alt and button simultaneously and measure the length of the side and the size of the interior angles. The peers comment about the symbols not being used in the form three text book. Than the lecture said used up quite a lot of teaching and learning time to write the answer construct two visions of GSP sketches and combine the eleven file to one single file. From the discussion the study can be analyze that the member of this lesson study group showed significant changes in their skill of using GSP to teach the topic of concept regular polygons. The limitation of observing is the significant changes in all the pre-

service secondary mathematics teachers skill of using GSP after engaging in the lesson study. Nevertheless, the study were very much encouraged by the positive attitude and commitment of the participants in constructing and re-constructing the GSP sketchpad several time as revealed in their GSP sketcher in the first second and third lessons as well as their numerous consultations with the first author. The GSP sketches in the first, second and third lessons of the Lesson Study group indicates that the members of this Lesson Study

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group showed significant changes in their skills of using GSP to teach the topic of Concept of Regular Polygon.

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PEDAGOGICAL APPROACHES FOR ICT INTERGRATION INTO PRIMARY SCHOOL ENGLISH AND MATHEMATICS: SINGAPURAN CASE STUDY.

A critical review of Lee Yong Tay, Siew Khiaw Lim, Cher Ping Lim and Joyce Hwee Ling Koh et al 2012. Decision making in Singapore: Pedagogical approaches for ICT integration into Primary School English and Mathematics. Accounting research journal volume 28, no 4, pp 740-754. In this study the researchers chose subjects as mathematics and English because half of the curriculum time is devoted to these two subjects, everyday students have a mathematics and English lesson, the learning of focuses on the expression of ones ideas and thoughts and on acquisition of problem-solving skills and concepts. The objective in this is to explore how ICT has been integrated and investigates whether there is a difference in term of pedagogical approach adopted by the teacher into the teaching of English and mathematics in a primary school. This research wants to answer the question as how ICT has been integrated in to studying of English and Mathematics in this primary school and how subject content affect the pedagogy used by the teacher in teaching primary English and Mathematic? The primary future school is to innovative teaching approaches that leverage on technologies to better engage the new generation of the young learner. The theoretical framework for this study is learning from and with ICT, production and collaboration with ICT as well as use the ICT in the teaching English and Mathematics. This study aimed of the study is to understand more of how ICT has been integrated into the teaching of English and mathematics in a primary school from the learning with ICT
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framework that looks into students level and extent of production and collaboration. The research method were used in the data collection and analysis the document review, interview the 10 teachers, group interview with 28 students from 4 classes and a self-report questionnaire survey administered to all the 225 students. The ICT was integrated in the teaching of English and Mathematics from the variety approaches used for this study is online quizzes, blog sites with internet link to online resources, games and manipulative, online journal and reflection of learning and creation of digital stories. The online quiz showed the students learn from ICT through their attempts in online quizzes to practise and reinforce the content knowledge that they have learned. The mathematics teacher adopted a more learning from ICT perspective and approach as compared to the English teacher but the English teachers have used a wider variety of pedagogical approaches. The teacher and students may benefit using the information

dissemination set up blog sites. From the ICT students easy to excess the consolidated link to the quizzes and online digital manipulative as well as for more independent learning. The frequency of ICT use in English and mathematics lessons are ICT, learning management system, blogs, online games and applets, and online social networking tool. There were significant different in the frequency of ICT and online games and applets use for English and mathematics. The frequency of ICT use in the mathematics classes differed significantly across the seven classes. Students report less ICT usage frequency in mathematics classes than English classes. In generally the teaching of mathematics took are more learning from ICT and transmissive pedagogical approach with fever occasions for learning for learning with ICT, dialogic, constructionist and co-constructionist approach. The English teaches seemed to use a wider variety of pedagogical approach as compared to the mathematics teachers. Crisan, lerman
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and Winbourne, 2007 highlighted teacher conception of ICT affected their incorporation of ICT. The different in the frequency of ICT use among the different classes in the same subject was teacher dependent and not class or student dependent. The conclusion is the learning from and learning with ICT perspective as proposed by Ringstaff and Kelly (Kelley) 2002 provided a good conceptual framework on how ICT could be used and integrated. This case study highlighted the integration between how content influences pedagogy and vice versa when ICT was included. The idea was further extended to include the production and collaboration dimensions.

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THE EFFECT OF GEOMETERS SKETCHPAD (GSP) ON THE PERFOMENT IN GEOMETRY

OF MATHEMATICS OF

MALAYSIA STUDENTS ACHIEVEMENT AND VAN HIELE GEOMETRY THINKING.

The topic of this study is effect of utilizing Geometers Sketchpad on performance and mathematical thinking of secondary mathematics learner: An initial exploration written by Kamariah Abu Bakar, Rohani Ahmad Tarmizi, Ahmad Fauzi Ayub as well as Aida Suraya Md Yunus, international journal of education and information technologies issue/volume 3 2009. The main aim of the study globally has articulated high expectations for the utilization of computer improving the teaching and learning of mathematics. The teaching and learning of Geometry utilizing dynamic geometry software's have been. This study attempted to explore and compare the effects of integrating the GSP and the traditional teaching strategy in teaching and learning process explicitly indicated in the Malaysian Secondary school mathematics syllabus. The GSP software is a system for creating, exploring and analyzing a wide range of mathematics concept. It is easy to use and encourages a process of discovery in which student first a visual and analyze a problem and then make conjectures before attempting a proof. The objective in this study is to com pare students mathematical performance utilizing the GSP and the conventional instructions, to compare instructional efficiency of learning condition utilizing GSP and conventional instruction and investigate the attitude of student towards learning GSP and conventional instruction in mathematics teaching and learning at the Malaysian secondary level.

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The hypotheses to be tested in this study were no significant difference in performance scores between the GSP group and the traditional group, conceptual and procedural skill and the number of problem solved and errors committed between GSP group and the traditional group. Significance of the study is to be existing knowledge when looking at the effect of utilizing technology for the teaching of mathematics, especially in a subject that is not favourite amongst Malaysian students, namely Additional Mathematics. The finding of this research would be useful to any teacher or researcher who had the intention of embracing on an experimental research, or an intervention programmed. Limitation in this study is terms of accessible population and for school that would have up-to-date computer laboratory facilities to conduct the research, the time the student were able to stay at the university.(6 hours) The population and sample of the study is form four student in National Secondary School in Malaysia, selected from 2 schools. The educator provide student to GSP group 45 students and Traditional Group 47 students. The examiner prepares a set of lesson plan by the topic of Quadratic for Form Addition Mathematics syllabus. The questions were categorized as conventional problems similar to any standard examination given in the country. The result in this study showed that there was no significant difference between performance scores, conceptual skill obtained, procedural skills obtained and number of error by control group compared the scores for the GSP group. There was no significant difference between the perceived mental loads of the GSP group was seen to be slightly higher than the control group. The GSP group seemed to perceive a higher effort on the groups part of perform the task as compared to the perception of the control group to perform their task. The result seemed to be homogeneity amongst all the result obtained or perceive by the control group
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can compare to the GSP group but the GSP group slight heterogeneity to a wider range in achievements and perception amongst the individual within the GSP group. The GSP group was more enthused and was enjoying their lesson more than control group but control group more avoid than the GSP group. From the result showed the GSP group to be higher homogeneity for all the four dimension measure to compare the control group. Finally, the short period of this study did not permit sufficient time needed to revisit the relevant phases of learning so as to understand better the relationship among properties of cubes and cuboids during learning period two.

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CRITICAL ISSUIES IN EVALUATING EDUCATION TECHNOLOGY.

A critical review of Nafisat Afolake Adedokun-Shittu and Abdul Jaleel Kehinde Shittu et al, 2011,Decision making in Malaysia: Critical Issues in Evaluating Education Technology, accounting Research Journal from IGI Global. The technology is a one of the factor for fundamental change in the way student learns and teacher teaches and revolutionizes the traditional method of teaching and learning. Many examiners state the positive impact of technology integration occur with peculiar conditions that worked in those for special-needs students. This chapter focuses on some of the critical issues in evaluating the use of technology in educational institutions in order to achieve educational goals; it also clarifies the roles and responsibilities that the investment policy builder made a commensurate benefit to all parties. Thus, this topic focuses on the critical issues that the study undertaken to integrate information and communication technology checkers teaching and learning of science and mathematics in secondary school Malaysia. Researchers have used various methods to improve the lack of research in each of the methods discussed. Researchers have constructed 20 interview questions that are appropriate for studying brazenly students and teachers in integrating technology in education. There were 10 mathematics and science teachers and 100 students participated in this study. To address the issues of integrating technology in teacher education should be conversant with the policies provided by the government. Access to technology is equally important when assessing the success of technology integration. The goal of technology is to
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improve student achievement through enhanced delivery of curriculum and instruction, imagination of teacher and students are the only limitations. Teacher preparation and training in handling ICT is fundamental in the study. The government should provide infrastructure and facilities suited to the needs of teachers in integrating technology in science and mathematics. In ICT equipment also needs to be maintained so that it is compatible with the requirements of the curriculum in Malaysia. Good facilities and a complete help teachers and students find information. Facilities also help students improve their learning. Ministry to improve weaknesses and take into account all the matters raised in this study. The ministry of education should also ensure ICT facilities in each school are in good condition so that teachers can use ICT as a medium for teaching and learning to the maximum. The evaluator that can be measured in this topic is the effectiveness of technology in the learning process itself. In addition to the standard evaluation is required in assessing the effectiveness of technology in education. Effectiveness of an assessment should be made in a common language and standard that is acceptable to all stakeholders. Teachers also need to record the assessment is to facilitate the interested parties know what they need to know. It examines the overall topic of several factors that contribute to integration ICT in teaching and learning mathematics and science in secondary schools. Government's

willingness to invest in technology development and diversification of the basic amenities in school technology helps teachers consistently willingness to use ICT in teaching and learning.

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EFFECT OF UTILIZING GEOMETERS SKETCHPAD ON PERFORMANCE AND MATHEMATICAL THINKING OF SECONDARY MATHEMATICS LEANER: AN INITIAL EXPLORATION.

A critical review of Kamariah Abu Bakar, Rohani Ahamad Tarmizi, Ahamad Fauzi Mohd Ayub and Aida Suraya Md. Yunus et al,2009, decision construction in Malaysia: Effect of utilizing Geometers Sketchpad on performance and mathematical thinking of secondary mathematics learner; An initial exploration, accounting Research Journal by International Journal of Education and Information Technology, Issue 1 Volumae 3 .

The technology is an essential tool to improving the teaching and learning and also to lighten their workload and allow teachers to solve students problem individually ( Becta,2007); R.J. Ittingson and J.G.Zewe2003; A.oldknow and R. Taylor(2000). Fall (2001) C. Geametti and Bennet (1995) agree to statement the Geometer Sketchpad Software (GSP) is a software programmed that revolutionized the teaching and studying of mathematics, the user explore simple, as well as highly complex, theorem and relation in geometry and GSP also provide the process of teaching and learning in a more creative.

This study aims the globally articulated high expectation for the utilization of computer improving the teaching and learning of mathematics. This study attempted to explore and compare the effects of integration the GSP and the traditional teaching strategy in teaching and learning process. The objective of this study is to compare students mathematics performance and interactional efficiency of learning conditions utilizing the GSP as well as
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investigate the attitude of students towards learning GSP and conventional instruction in mathematics teaching and learning at the Malaysian secondary level.

The hypotheses of this study is no significant different in performance score, score obtained for conceptual and procedural skill and the number of problem solved and errors committed between GSP group and the traditional group.

This study are contribute significantly to the existing knowledge when looking at the effect of utilizing technology for the teaching of mathematics, and utilized a dynamic software to be used for teaching mathematics. considered in interpreting the study findings. However several limitations must be

The population in this research is form four student in National School in Malaysia and the sample selected from 2 schools. The educator provide students to GSP group for 45 students and conventional group for 47 students.

This study showed there were no significant different between mean performance scores on control group (M= 13.03, SD= 3.65) compared to scores for the GSP group (M=11.78, SD= 4.10). There was no significant different between the mean conceptual skill, perceived mental load, procedural skills and errors committed between the two groups. The GSP Group was initially introduced to the GSP for a first time and within a limited time and they had to familiarize themselves with the use of GSP.

However the limitation highlighted above the use of GSP has revealed a positive attitudinal change amongst the student researched. The students also were report to be experiencing higher mental load compared to the ones who did not have to familiarize themselves to use computer as well as the GSP software they can learn a new topic on higher

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level mathematics. The future research need to ensure that the GSP group familiar and comfortable with the use of the computer and software. However student must be familiar with whatever software that is supposed to be the treatment for the experimental group.

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THE USE OF ICT IN TEACHING AND LEARNING MATHEMATICS AMONG TRAINEE TEACHER.

This study conducted by Mazlan Ahmad Noor and Noor Azah binti Aziz Kassim from Faculty of Education, University Technology Malaysian. The title of this study is The Use of ICT in Teaching and Learning Mathematics among Trainee Teacher.

Ministry of Education emphasized that a more effective dissemination of information in the field of Science and Mathematics should be using the latest equipment the use of information technology (ICT). Ministries of Education have to spend a lot developing ICT based teaching in the schools. Objectives of this research were to review the advantages, drawbacks and problem of the use of ICT in teaching and learning mathematics.

This study is important for revealing the real needs of teachers and students, allowing the parties involving to use the appropriate software as well evaluate and compare their performance using ICT. Besides it is also to identify the level of conceptacle and readiness of teachers and students to use ICT in teaching and learning.

This study involved to five UTM students batch 2008/2009 session and mathematics courses in school practicum for twelve week. Willingness of respondent in cooperation and to be interviewed. The limitation of this study is limited period. Descriptive study used a survey and observational study design. The interview question used as an instrument to obtain the qualitative data to support the analysis the use of ICT. The study was conducted in secondary schools where pupils practicum.
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Based on the findings, it appears practicum students felt that the use of ICT is able to facilitate students understanding of teaching and learning objectives. Use of ICT by student teachers in the teaching and learning of mathematics depend on the facilities provided by the school. Between resources ICT facilities provided by the school is a CD-ROM, LCD and computer.

The trainer teacher acknowledges that the use of ICT in teaching and learning process to attract full attention of the students and the students found more enthusiastic. Beside used of ICT to be capable for improving students performance. ICT in addition to attract students learn mathematics. However, there are some constraints in implementing the teaching and learning ICT used. Constraints of limited time to provide basic equipment courses a lot of time spent on providing equipment such as LCD. In addition trainees are also of the opinion that not all mathematics topics appropriate to use ICT as a teaching aid.

The study found that student teachers own lack of interest for the teaching of ICT. This because they think students travel to the computer lab and in the early learning of basic equipment installation lead time exhausted students without learning process. ICT equipment breakdown and limited number of computers caused a lot of problem when a teaching in progress. In addition to this limited number of media room make it difficult for teachers to prepare early.

Overall used of ICT in teaching and learning to attract students learn. The schools should provide fund for the maintenance of existing computer. knowledge in ICT so that teaching can be a breeze. Teacher also need to have

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EVALUATION OF COURSEWARE FOR TEACHING AND LEARNING OF FORM ONE MATHEMATICS A critical reconsider by Rahimi Md Saad, Noraini Idris, Loh Sau Cheong, Ahmad Zabidi Abdul Razak and Norjoharuddeen Mohd Nor et al, 2007, Decision making in Malaysia: Evaluation of courseware for teaching and learning of Form One Mathematics, Accounting Research journal volume 1, numbers 3 pages 47 to 56. The school in Malaysia changed the medium of instruction in the teaching and learning of Mathematics and Science from Bahasa Melayu to English in January 2003. The Ministry of Education provided the various an infrastructure to prepare teachers for implementing the changes. the mathematics and science courseware is designed and

developed by the Education Technology Department (ETD) to support the implementation of teaching Mathematics and Science in English. The researcher wants to examine the teacher perception of the courseware supplied by the Ministry of Education for teaching and learning Mathematics and science in English. The study sample consist of 68 teachers selected from various schools nationwide, who was identify based on several criteria. The criteria were aimed at ensuring the sample including teacher from all kinds of schools having the characteristics representative of Malaysia schools. In this study the examiner focused on teachers role pertaining evaluating the

educational courseware that eventually will provide useful information for them in the classroom teaching and learning process. From the finding most of the teacher agreed and exhibited positive reactions toward the instruction content and design of the courseware as reflected in the responses they gave in the evaluation from. However the teacher perception in management aspects of the

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courseware was less impressive. They also believed that the courseware could facilitate them in performing their duties and helping the students in the learning process. The researchers showed that the teacher agree the courseware content well-designed, instructional design can enhance the student understanding in teaching and learning mathematics and science. The research showed the objectives were clearly defined in the

courseware and it was useful for their students. The study recognized that, the courseware promote interaction among users. The courseware will help to develop students motivation in learning in mathematics and science. A typical way to motivation the learners is to inform students, what they will achieve at the end of the instruction by the stating the aims and objective as well as improve the understanding of students. However, handful teachers noted that the courseware did not provide any diagnostic or entry level testing and it also not keep records of student responses. Whereas feedback is closely related with the issue of

interaction, as action without feedback is completely unproductive for learner. In general the teacher involved in this study agreed that the courseware is useful for teaching and learning but some of them thought that certain part and component of the courseware need an improvement. The impotent element in this study is that the courseware needs to be revised as there is room for improvement to fulfil the student needs. This study required the follow-up research in order to improve the courseware for teaching and learning Mathematics and Science in English. However the study has limitation went it only limited to the teachers evaluation.

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ASSESSING

PRE-SERVICE

SECONDARY

MATHEMATICS

TEACHERS

ATTITUDE TOWARD GEOMETER SKETCHPAD, A critical Review et al, Chew Cheng Meng, 2012, Decision making in Malaysia: Assessing pre-service secondary mathematics teachers attitude toward geometer Sketchpad, Accounting Research by journal volume 27, no 3 page 105 to 117. This study was to measure pre-service secondary mathematics teachers attitude toward Geometers Sketchpad (GSP) software follow a preliminary GSP workshop. The GSP software system for create, explore and analyzing a spacious range of mathematics concept geometry. Previous study showed that GSP software is a very imperative tool in the development division of mathematics and enhancing students learning geometry. It is

important to examiner to introduce that GSP software workshop to train pre-service secondary mathematics teachers to use the basic tool of GSP for the teaching process and study of mathematics, to promote the GSP in classroom. The study by Kasmawati (2006)

showed that only 26% from 151 mathematics secondary teachers in the state of Penang had attended the GSP training courses and 2% used GSP to teaching and learning mathematics in classroom. These studies consist to 107 teachers who attended a mathematics teaching methods course in local public university. The entire participant doesnt h ave an experience in GSP software. The main objective of the workshop is to enable participants to use essential tool of GSP in basic geometry. Based on finding of the study, the participant as a whole had a greater confident and enjoy being autonomous in using GSP software to construct regular polygon. This can be seen in the mean of pre-service secondary mathematics teachers attitude score for all item in the confidence, autonomy and liking subscale were above 3.0 except for confident item 1
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(2.95) as well as autonomy item 5 (2.97). However, the participant felt that they had not yet educated and mastered authoritative and advanced features of GSP and they feel not enjoyable went they working alone in GSP software. The study showed there was no significant different between the male and female pre-service secondary mathematics teachers in their overall attitude toward GSP software. In generally the pre-service secondary mathematics teachers showed the positive attitude toward GSP although only attends the one-hour introductory GSP software workshop. The positive attitudes are important in this study because to use GSP software effectively in the classroom and they should be trained in integrating in the teaching and study mathematics. In general, conducting an preliminary GSP workshop in a mathematics teaching methods course is necessary for all pre-service secondary mathematics teachers, despite of gender, for them to achieve confidence, autonomy and an appreciation for using GSP to construct the regular polygon. However, I think that the time given to teachers learn the basic of GSP software is not enough. This is because the teacher involved in the study for the first time using GSP software. The GSP software actually helps teach is a tool that able to facilitate teacher teach in the classroom as well as to attract the student.

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IMPACT OF GEOMETERS SKETCHPAD ON STUDENTS ACHIEVEMENT IN GRAPH FUNCTIONS. The research topic is Impact of Geometers sketchpad on Students Achievement in Graph Function by Leong Kwan Eu. Decision making in Malaysia and research journal volume 1, Issue 2 pages 19 to 32. Most of the teacher teaches the algebraic function in traditional method and the students cannot visualize the shape of the graphs and have a poor understanding of the shape of the graphs in it method. Graphing software like Geometers Sketchpad can help inject

excitement and enthusiasm in the teaching and learning of mathematics. In this study used two survey instruments to gather information on the students mathematics achievement and attitudes toward learning graph function. The study by Key Curriculum Press, 2004 state the latest version of Sketchpad features enhancements such built-in web integration, improved sample exploration, and manipulation of function that make it an effective learning environment in a greater variety of classes. Ministry of Education, 2006 also suggest that the learning process for the graph in topic function explored using meaningful learning of Geometers Sketchpad software that can be produced. This study aims to investigate the impact of using Geometers Sketchpad in the graphing of the functions among from Six students and achievement and students attitude are the main are the main areas of study. The objective of the study is investigating the

effectiveness of using Geometers Sketchpad on the student achievement in graph functions. This study to examine the Geometers Sketch pad usage in mathematics classroom specifically on the students attitude towards graph functions. These studies also want to

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obtain the perception of students on the use of Geometers Sketchpads in the teaching and learning of graph function. In the finding the study showed the significant different of the pretest and posttest mathematics achievement test indicates that Geometers Sketchpad is possibly contributing in the learning of graph functions. Indirect teachers should be encouraged to use the

Geometers Sketchpads software as teaching and learning aids because it had a positive effect in the teaching and learning mathematics. Study also showed that the use of GSP in teaching and learning of quadratic function does enhance the students learning. The study demonstrated that in addition to the GSP software helps increase interfaith understanding the concept students understand the concept in teaching and learning of quadratic function. This study is supported by studies of Garofalo & Bell (2004) showed how Geometers Sketchpad sketches could be extended and expanded to different levels to enrich the teaching and learning of mathematics. The teacher in this study agreed that the software is useful in investigating and discovery and it would be useful to use in other areas of mathematics such as trigonometric, geometry and algebra. Overall the researcher

concludes the using GSP Software in learning graph function makes learning interesting in this topic. In generally this study see students have a positive attitude towards learning the graphing of function and mathematics with the usage of Geometers Sketchpad. The Geometers Sketchpad also encourages student to learning the graphing of function in a more enjoyable and interesting way. Finally the resea rcher suggests that the use of Geometers Sketchpad in the mathematics classroom is useful in helping students perform better in graphing of function.

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A STUDY ON THE USE OF ICT IN MATHEMATICS TEACHINGS.

This is research by Chong Chee Keong, Sharaf Horani & Jacob Daniel et al 2005, and making decision in Malaysia: A study on the use of ICT in Mathematics Teaching. Accounting research by Malaysian Online Journal of Instrument Technology (MOJIT) volume 2, numbers 3 pages 43 to 51. To implement the teaching and learning mathematics and science using the English language, the government spent 978.7million Ringgit in the year 2003 to purchase notebook, computers, LCD projectors and other related equipments, (Mahathir 2002). To integrate ICT in teaching teacher need to master the software to be used by mathematics teachers. The objective of this study is to help mathematics teachers integrate of ICT into their teaching. The aims of this study is at understanding how was used by teachers, analyse their training need and further assess the level of ICT usage in instructional programmes and recognize the common ICT application used by the teachers and how used ICT in the class. This study development by survey of 111 respondents investigate the use of ICT and the barriers of integrate ICT into the teaching of mathematics. The survey method used in this study where total of 111 respondent involved to investigate the use of ICT and the barriers of integrate ICT into the teaching of mathematics. Based studies are frequently used applications by the teacher is word processing packages (71.1%), spreadsheets (51.2%) search engines (44.1%), presentation software (36.9%) and drill and practice software (24.3%) . However the researcher mention the mathematics teachers need more time to learn to use other application because they encourage explorations and higher order thinking.
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courseware and presentation tool in the teaching and learning mathematics. Appropriate mathematics teachers should use a variety of other software will have educations value as well and relevant to the teacher learning of mathematical as Graphical visualisation tool and online demonstrations. The teacher also encouraging learning used the browser to gather information and to enhance the curriculum. However, the researcher state to encourage more teachers to integrate ICT into mathematics lesson, the devised programme must be user friendly. However, the researcher also found that the importance of ICT in mathematics teaching were found to be the lack of time in school schedules for project involving ICT, technical maintenance airliner and inadequate teacher training opportunities for ICT project. The conclusion for the study is used of ICT in teaching and learning mathematics can make the teaching process more effective as well as enhance the students capabilities in understanding basic concept of mathematics. For integration the ICT in teaching and

learning of mathematics there are several barriers may arise. From the research, the government needs to develop the use of ICT among teachers in advance with a training and skill in teachers use of ICT in teaching and learning mathematics in the class.

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LITERATURE REVIEW This chapter discusses the importance of Information and communication of Technology in education. This chapter also discusses the advantages of using GSP software and courseware mathematics in teaching and learning process conducted in the classroom. Indeed, this time based Information and communication of Technology (ICT) as a learning medium. This facilitates the use of ICT for students to acquire the necessary information. Launch Multimedia Super Corridors (MSC) has brought changes in the education system in Malaysia. Now Malaysian education is in a stylish the teaching and learning process. Study off ICT in Education According to Ministry of Education, 2004 stated ICT was integrated in secondary school across the country especially in the teaching of English, Science and Mathematics. This indicates that individuals who are involved in education need to ready to integrate ICT in education, especially schools, teachers and students closest to the policies of this government. Adedokun & Hasyim, (2008) stated that teacher believed that ICT can only use when complemented with other instructional materials. This study reported that technology alone cannot do trick but with interconnected system in place and judicious use of technology in teaching and learning. This fact is supported by Tee & Lee (2011) that technology itself is not likely to improve ineffective teaching practices. This show that ICT cannot change the human role, it can serve as a catalyst for the process of teaching and learning. Teacher is the most important agents of change in the success of efforts to integrate Ministry of Education ICT in education. Study of law (2009) reported a change in

pedagogical approach by teacher when ICT was being used, the more conventional and traditional pedagogical approaches still prevailed, especially in some countries. When

McAlister, Dunn and Quinn (2005) examined teachers toward the use of computer in
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teaching mathematics in the primary school classroom. Result in this study indicated that teacher have positive perception toward the use of ICT amount spent teaching. Many other research also stated that teachers belief could affect the integration of ICT into the classroom (Chere-Masopha & Bennet, 2007: Garthwait & Weller,2005 ; Hayes, 2007;2009). Computer may be used to teach, to facilitated studyingof several topics , to help students to learn how to use technology and to increase the effectiveness of perfoming academic tasks (H. Becker,1991).

Study off Courseware Effectiveness in Teaching and Learning Study of Robyler & Edward (2000) courseware should not be used simply because it is supplied by government. Teachers should evaluate the courseware provided even after the experts and committee had pre-screened the courseware to determine whether the courseware fitted the planned teachers strategies in order to produce the intended outcome. In Malaysia, the mathematics and Science courseware is designed and developed by the educational Technology department (ETD) to support the implementation of teaching Mathematics and Science in English.

Study off Geometers Sketchpad Software (GSP) Effectiveness in Teaching and Learning Mathematics. The GSP is one of the dynamic geometry software (DGS) programmes that can be used in contracting and investigating mathematical objects. The study shown that the DGS is a tool that help increase students learning in mathematics subject especially topics plane

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geometry and Solid geometry. According to Elchuck (1992) found that mathematics achievement and time independent investigation using a DGS were significant predictors of conjecture-making ability. Frerking, 1995 shown that the abilities to conjecture and justify conjecture in a geometry class using a DGS were directly related to proof-writing abilities. Moreover , Choi(1996) and Choi Koh 1999 showed that phase-based instruction using the DGS could enhance secondary school students van Hiele levels of Geometric thinking of special triangle. Thompsons (2006) study indicated that geometry instructio n using the DGS help students better understand plane geometry and improved their van Heil level of geometric thinking. Olive, (2000) stated learning Geometry in an instructional and exploration environment should give students the opportunity to engage i n mathematics as mathematicians, not merely as passive recipients of other mathematical knowledge. Key Curriculum Press(2001) stated GSP is a software programme that revolutionized the teaching and studying of mathematics especially in geometry. In addition the GSP software provide the process of learning and teaching in more creative way (W.Finzer and D. Bennet, 1995) Nurulhidayah Lucy (2001) and Teoh & Fong (2005) stated that GSP does indeed increase students achievement in the visual and graphing of function. Noraini Idris (2003, 2006) found that student using GSP in the experimental group achieved significant greater change in van Heile levels compared to students who did not use the GSP.

Summary Overall in this part shows the use of ICT as teaching aids to attract and enhance students learning and understanding of mathematics. The teachers should be ready toward of the uplift of ICT in their teaching.

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