Conducting learning study on teaching triangle congruence: Variation as a pedagogical tool

• Main Author: Agsalon, Jessa Christine D.
• Format: text
• Published: Animo Repository 2024
• Subjects: Congruences (Geometry); Mathematics—Study and teaching; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etdm_scied/51; https://animorepository.dlsu.edu.ph/context/etdm_scied/article/1074/viewcontent/2024_Agsalon_FINAL.pdf
• Institution: De La Salle University

Variation theory is anchored on identifying the objects of learning (OOL) and allowing the learners to discern those OOLs through conceptual and procedural variations. This research study aimed to develop a learning study on teaching triangle congruence with variation. A learning study group was formed where the iterative process of planning, implementing, analyzing, and revising the lesson was done. In the planning phase, the intended objects of learning were identified; in the implementation phase, the enacted objects of learning were identified; and in revising and analyzing the lesson, the lived objects of learning were determined based on the results of the assessments of the learners. The results explain how teachers in the learning study group constructed a lesson on triangle congruence by identifying objects of learning and using conceptual and procedural variation so that learners could discern the OOLs. It was also found that enacted OOLs varied from the three sections where the lesson was implemented. Our findings suggest that teachers’ practice of learning studies could benefit their professional development and help learners build a conceptual understanding of the lesson.