Use of Digital MathsPad for Improving Geometric Construction Proficiency in Grade X students: An Action Research”

Abstract

The action research study titled "Use of Digital MathsPad for Improving Geometric Construction Proficiency in Grade X Students: An Action Research" is carried out to explore the impact of using one of the digital tool MathsPad to teach geometric construction for class ten students. The experiment was carried out in one of a public school of Jhapa District of Nepal with the participation of 30 students studying class X mathematics as per CDC curriculum. This study was developed from my experience as a mathematics teacher, whereby I noted some difficulties faced by students in comprehending geometric construction concepts using conventional methods of teaching. Difficulties including poor visualization, unconcern, procedural misunderstanding, and minimal participation required the integration of digital technology in geometry instruction. This research project was designed under the interpretive paradigm action research as research methodology. Classroom action was undertaken using thirty Grade X students, out of which six students were strategically chosen as key informants from the perspective of their performance as low, medium, and high performers. Action research involved conducting a process of fifteen days through two action research cycles with processes of planning, acting, observing, and reflecting. MathsPad application was used as part of the intervention to engage students into the learning activity of different geometry constructions such as angle construction, perpendicular bisectors, triangle constructions, and area equivalent constructions. The findings from the study conducted indicated that there was an improvement in students' engagement, participation, visualization skills, procedure proficiency, and understanding after applying MathsPad. There were more interest and confidence among students while conducting geometrical constructions using the digital approach. It was also revealed that there is a benefit in terms of immediate feedback and visualization while learning collaboratively, thereby leading to less fear and confusion among students while learning geometrical concepts. Finally, this research provided me with an opportunity to reflect on my own practice and learn from it. The study finds that the usage of technological aids such as digital MathsPad can be used effectively to teach geometric constructions at secondary level schools. It is suggested that usage of easy-to-use digital aids in mathematics classrooms can not only promote effective learning but also motivate students. The results found in this study may prove useful for educators of mathematics, curriculum designers, teacher trainers, and educational policy makers who wish to bring about technology integration in mathematics classrooms.