TEACHING INSCRIBED ANGLE THEOREM AND ITS PROOF USING GEOGEBRA – A

LESSON STUDY

ADUANA, Chonalaine Jezan A. MENDOZA, Joel B.

De La Salle University, Manila De La Salle University, Manila

PATI, Rose Camille O. RIVERA, John Michael

De La Salle University, Manila De La Salle University, Manila

VILLENA, Jeanette E. ELIPANE, Levi Esteban

De La Salle University, Manila Philippine Normal University and
De La Salle University

ABSTRACT

This paper aims to make the teaching and learning process more effective by
conducting a lesson study that explored the use of GeoGebra, a dynamic
geometry software, as an alternative way to teach the Inscribed Angle Theorem
and its proof. Using the ‘Plan, Do, See’ Cycle, the results showed that: (1) using
and maximizing a dynamic geometry software such as GeoGebra can assist
the students in constructing figures, recognizing patterns, and creating
generalizations in a shorter period of time, which then aids them in attaining
more meaning and understanding of the lesson; and (2) the positive effects of
a teaching-learning intervention could only be maximized if the students’ skills
match the skills required for a learning competency.

Keywords: inscribed angle, Inscribed Angle Theorem, proving, lesson study, GeoGebra

INTRODUCTION

In 2012, the Department of Education of the Philippines implemented the K-12 curriculum in
order to “provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship” (http://www.officialgazette.gov.ph/k-12/). Under the K-12 curriculum,
the teaching of math subjects in high school has shifted from discipline-based curriculum to
spiral curriculum. In the discipline-based curriculum, Elementary Algebra, Intermediate
Algebra, Geometry, and Advanced Algebra, Trigonometry, Probability & Statistics are taught
separately in grade levels that are deemed appropriate. Hence, the teaching of geometry
which is used to be taught in third year high school is now being taught across all levels of
the junior high school (Grade 7 – Grade 10).

Nevertheless, teaching geometry is a challenging task. A common challenge among teachers

is that how to teach students write proofs. According to Wong & Bukalov (2013), writing
proofs is a strenuous task among students as it entails reason skills.

This research was conducted in order to contribute in an “under-represented area in the

research literature on mathematics education; that is, the teaching and learning of school
geometry” (Oladosu, 2014, p.6). The focus of the research is teaching the Inscribed Angle
Theorem and its proof through the use of GeoGebra, a dynamic geometry software.
REVIEW OF RELATED LITERATURE

In the Philippines, proving theorems in geometry is a skill that is being taught to students as
early as grade 8. Hence, when the students reach grade 10 it is expected that they are
capable of doing formal deduction. Formal deduction is the highest level in van Hiele Levels
of Geometric Understanding, where they are expected to write proofs. The model, developed
by Dina van Hiele-Geldof and Pierre van Hiele, divided the levels of students’ geometric
understanding into five with Level 5 (Rigor) being the highest. A student cannot achieve one
level of understanding without having mastered all the previous levels (Mason, 2002). Under
the K-12 curriculum, grade 10 students are expected to be at Level 4 (Deduction) where
students can construct proofs. However, studies conducted by researchers in the Philippines
have shown that high school students are still at levels 1 (Visualization) and 2 (Analysis)
(Caluya, 2000; Erfe, 1995) which means that they are not yet capable of doing what is
expected from them. A study also found out that most high school students have not
mastered the Mathematics learning competencies set at every grade level (Capate, Lapinid,
2015; MSU, 2014).

The Philippine Council of Mathematics Teacher Education (MATHTED), Inc. and the Science
Education Institute of the Department of Science and Technology (SEI-DOST) provided a
mathematics framework for Philippine basic education. They pointed out that in making high
school geometry learners learn independently or interdependently, their understanding of
geometric concepts and relationship must lead them in constructing mathematical proofs
where their ability to think analytically and critically is manifested.

In order to improve the student’s level of geometric thinking, an intervention program should
be given. Teacher’s practices such as exposing the students to manipulative tasks constantly
improves the students’ thinking skills (Caluya, 2000), and results to a better understanding
of mathematics concepts and principles (Shaw, 2002).

One of the thrusts of the K-12 curriculum is to promote student-centered learning. However,
this objective is a challenge among teachers due to congested amount of learning
competencies that must be attained by the learners at the end of the school year. In the end,
the teachers still monopolize the class discussion. For instance, in a geometry class, a
teacher draws the figures for the students; and this prevents the students’ manifestation of
their thinking skills (Caluya, 2000).

The use of ICT can provide opportunities for supporting students’ learning and nurturing their
mathematical knowledge and skills (Hohenwarter & Hohenwarter, 2009). Integrating
technology in class allows the students to be involved during discussion. It also has different
advantages such as motivating the students to learn, having a deeper understanding of the
topic and presenting a content in different ways (Malhotra, 2014). However, there are still
some gaps that need to be addressed before the ICT can have its significant effect on the
teaching-learning process in the schools all over the country (Rodrigo, 2001). The educators
should examine what new ways of pedagogies and curriculum are appropriate for a new
generation working with new tools (Saha, Ayub, Tarmizi, 2010).

To provide learners with an instructional tool that would encourage discovery learning while
they enjoy the new technology available, one strategy is to use dynamic mathematics
software such as GeoGebra. “GeoGebra is a dynamic mathematics software for all levels of
education that brings together geometry, algebra, spreadsheets, graphing, statistics and
calculus in one easy-to-use package” (www.geogebra.org).

Studies on the use of GeoGebra software in teaching mathematics showed that it enhances
student’s performance in learning (Vasquez, 2015). The use of GeoGebra has a positive
impact on student’s learning and is a more effective instructional tool than the traditional
construction tools in teaching and learning geometry (Saha, Ayub, Tarmizi, 2010). Students
find GeoGebra as an easy to use and understand mathematics software (Diković, 2009) and
perceive it positively as it allows them to think critically and creatively (Arbain and Shukor,
2014).

However, there are only few studies on the efficiency of GeoGebra in improving students’
proving skills in geometry. While the teachers want to achieve the best learning for their
students in the class, teachers can be efficient enough to use the instructional tools that
somehow require a minimum effort. GeoGebra, as a dynamic mathematics software, makes
it possible for students to make connections on the mathematics concepts as they see
patterns and relationships through the visual presentations at hand, in a short amount of
time.

LESSON STUDY: PROCESS AND FEATURES

Lesson Study (LS) is a professional development approach focused on improving the

teaching-learning process on a particular class lesson that originated in Japan and have been
used in the country for more than a century (Anfara, Lenski and Caskey, 2009). In LS,
teachers working collaboratively begin with making decisions and planning of what grade
level and lesson to be studied for the lesson research. In planning part of the lesson study,
the teachers set the goals to be aimed and what design of the lesson would be best to use
in the study. After formulating the design of the lesson, the team implements the lesson –
this is called the research lesson. Observing the flow of the research lesson is done by the
members of the team, colleagues, and invited observers from the teaching profession. The
observers look at many aspects including but not limited to (a) how the students learn, (b)
what parts of the lesson discussion needs improvement, and (c) the strengths and
weaknesses of the lesson, specifically the tool being utilized in the lesson (Elipane, 2012a,
2012b). Post-lesson conference follows the research lesson, and the demonstration teacher
begins reflecting about himself on how the instruction has gone. The observers then share
their insights about the lesson. After debriefing about the research lesson, revision of the
process may follow, taking into account the comments and suggestions of the observers.
The cycle repeats.

METHODOLOGY

The authors of this research paper are graduate students taking up the program Master of
Science in Teaching major in Mathematics in De La Salle University, Manila, Philippines. The
last author, however, is a lecturer in the said university. The LS that was conducted by the
researchers was a requirement in their course “Teaching of Mathematics” during the first
term of the school year 2016–2017. The said academic course lets its students discuss the
latest developments, current issues and approaches as to how the teaching and learning
process takes place inside a Mathematics class. The student-researchers were able to apply
all lessons learned through the LS that they organized as a group.
The researchers conducted this lesson study to attain the following objectives:

1. use GeoGebra in aiding students to form conjectures inductively

2. maximize the use of GeoGebra in strengthening the students’ skills in proving
Inscribed Angle Theorem; and
3. enable the teacher and the observers to reflect on the practices in teaching the
Inscribed Angle Theorem.

The topic was Inscribed Angle Theorem and Its Proof aided by the use of GeoGebra
software.

The methods and procedures that the researchers underwent for this LS are discussed
below. Following the Plan, Do, and See Cycle (Ebaeguin & Stephens, 2013), the researchers
present the organization of the research lesson, the nature of respondents, the role of the
observers, and the gathering of data based on the objectives.

1. Plan
One of the authors was assigned to teach the lesson. He is currently teaching grade
10 math in the junior high school and Pre-Calculus and Basic Calculus in the senior
high school.

The topic, Inscribed Angle Theorem, was selected because the proof of the theorem
is seldom discussed in high school, even though one of the learning competencies of
DepEd for grade 10 is to prove the Inscribed Angle Theorem.

The researchers believed that through the use of GeoGebra, the students will be able
to:

a. discover the three cases of the Inscribed Angle Theorem;

b. derive inductively the relationship between the inscribed angle and its
intercepted arc; and
c. prove the Inscribed Angle Theorem

The researchers planned for two weeks. During the planning stage, the researchers
discussed about the exercises to be done, materials to be used, and students who will
participate in the lesson study. Twenty-one grade 10 students participated in the
lesson study, sixteen (16) of which are from Tinajeros National High School, Malabon
City, and five (5) are from Kalayaan National High School, Caloocan City.

2. Do
The research lesson was implemented on November 19, 2016 at De La Salle
University. There were thirteen observers. Ten were members of the class, two were
teachers of Tinajeros National High School and one was the last author of this study
(who was also the lecturer for the course). The rest of the researchers observed and
documented the activities. The research lesson was planned to last for sixty minutes.
However, the actual lesson lasted for seventy minutes. A video camera was used to
record the lesson proper. The observers took notes of their insights and suggestions.
 The class was divided into seven groups which consisted of three members each.
Each group had a laptop installed with GeoGebra. Three sets of activities were done
by the students guided by worksheets.

3. See
After the lesson, the researchers and the observers gathered for a post-
discussion/conference. The researchers shared their initial plans and reflections about
the activity. Afterwards, the observers gave their insights, observations and
suggestions regarding the activity.

RESULTS AND DISCUSSIONS

During the post-lesson conference, the researchers and observers gave their insights and
feedbacks on the flow of the lesson and on the strategies and procedures employed therein.
The discussion was able to cover both the strengths and weaknesses of the research lesson
which were as follows:

1. Using a dynamic geometry software such as GeoGebra enables the students to

construct figures, recognize patterns and create generalizations in a shorter
period of time helping them gain more meaning and understanding of the topic.

Several activities were done by the students. These activities required the students to use
GeoGebra in constructing figures that would help them form conjectures about inscribed
angle, intercepted arc, and central angle.

Using GeoGebra, the students were asked to construct a circle with a central angle and
an inscribed angle having the same intercepted arc (see Figure 1).

Figure 1. Sample figures constructed by the students showing Case 1

(the center of the circle lies on one side of the angle)

The use of the said software also allowed the students to discover that the inscribed angle
have more than one case. They were able to come up with figures shown in Figures 2 &
3. This also showed the skills of the students on the use and exploration of the available
technology.

The students were able to explore concepts related to circles such as angles, arcs, and
chords. Their understanding about these concepts were manifested as they were able to
construct the figures asked from them. The students commented that they were able to
come up with the definitions and descriptions of these since the software allowed them to
easily operate the figure they have already constructed.
 Figure 2. Case 2 (the center of the circle is in Figure 3. Case 3 (the center of the circle is in
the interior of the angle) of inscribed angle the exterior of the angle) of inscribed angle
constructed by one of the groups of students constructed by one of the groups of students

Through the activities, they were able to observe and see the connection between the
central angle and the intercepted arc as well as the inscribed angle and the intercepted
arc. The students were able to form a conjecture about (a) the relationship between a
central angle and an inscribed angle having the same intercepted arc, and (b) the
relationship between the inscribed angle and its intercepted arc. This observation was
also noted by the observers during the post- discussion.

GeoGebra, being dynamic in nature, allowed the students to verify the correctness of
their conjecture in a lesser amount of time. It was done through manipulating the size of
the circle and the measurement of its inscribed angle and central angle.

2. The positive effects of a teaching-learning intervention could only be maximized if

the students’ skills match the skills required for a learning competency.

By allowing the students to create circles with different cases of the inscribed angles
using GeoGebra, the class proved Case 1 (the center of the circle is on a side of the
angle) and Case 2 (the center of the circle is in the interior of the angle) of the Inscribed
Angle Theorem. It was a challenge for the teacher to let students showcase and enhance
their proving skills and finish the lesson within the planned period of time. Figure 4 shows
the attempt made by the students to write the proof of Case 2 of the Inscribed Angle
Theorem (the center of the circle is in the interior of the angle). It is clearly shown that
the students will not be able to prove the case since they started with the wrong given.
This resulted with the teacher giving leading questions in order for the students to prove
the Case 2 of the theorem which the observers also noted during the post-lesson
conference. This part of the lesson showed the areas that need to be improved by the
teacher and by the students. Comments and suggestions were raised by the observers
that could further engage the students during the discussion. In order to maximize the
engagement of the students, the last author suggested that topic be broken down to two
or three meetings so the topic can be discussed in depth. Engaging the students in a
discourse about their findings would help the students develop critical and logical
thinking. This would also help in correcting misconceptions among students immediately.

This shows that to fully maximize the positive effects of an intervention, it is important that
the students’ skills match the skills required to master a learning competency. The
students will only be able to prove the Inscribed Angle Theorem with minimal assistance
 from the teacher if their level of geometric understanding is at Level 4 (Deduction). The
results, however, showed that they are still at level 3. This is evident through the activity
where they were able to relate the measurement of the inscribed angle with its intercepted
arc. They were able to do this by first relating the measurement of the inscribed angle
with the measurement of the central angle having the same intercepted arc. The students
were able to confirm this further after discovering that the inscribed angle has two other
cases. They were able to make a generalization about the relationship of any inscribed
angle with its intercepted arc but failed to write proofs about their discovery. Level 4 skill
should have been developed by the time they reach grade 10 since they are already
constructing proofs since grade 8.

Figure 4. Work done by the students as they attempted to prove Case 2 of the Inscribed Angle Theorem

CONCLUSION

The LS conducted by the researchers provided a venue for the teacher and observers to
collaborate on how to present and how to have a better engagement from the students in the
discussion of the Inscribed Angle Theorem. It has been a powerful intervention for
professional development of teachers, and also a legitimate methodology in designing
lessons.

Since proving is a skill where students are having a hard time to develop, the use of the
GeoGebra software can be used in classrooms in order for the students to see patterns,
construct figures and make conjectures in a shorter period of time. In as much as the students
are technologically driven, it is also important to note that in conducting lessons aided by a
dynamic geometry software, the students should be well-versed on how to use and
manipulate it. This ensures that the time are maximized and spent well for the discussion. In
line with this, the teachers should also be professionally updated so as to enhance the kind
of teaching and learning process that takes place inside the classroom.

However, aside from incorporating the use of technology in the classrooms, it is important
that teachers will be allowed to engender discourse amongst the students in order for them
to make sense of the patterns they generate and see through the use of a dynamic software
like GeoGebra. In a way, the conjecturing activities were also a good intervention on how
students would be able to make sense of what they manipulate in their computers. This would
lead them towards the development of their reasoning and proving skills. It is also worthy to
note that the depth of learning of the students should not be compromised. Putting more
emphasis on finishing all the prescribed learning competencies rather than depth of learning
could result with low mastery of these competencies set at every grade level.
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