Development of Lesson Guide on Triangle Congruence as Teacher-support on Teaching Through Problem Solving
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Abstract
In mathematics education, recent studies have highlighted teaching through problem-solving (TTP) as an area of focus, with collegial support and guidance from experienced TTP practitioners being identified as key facilitators. The absence of support and appropriate materials for maintaining teaching techniques and problem-solving throughout the school year, as revealed in initial interviews with math teachers, led to the study's focus on developing a lesson guide for Grade 8 Triangle Congruence, identified as the least-learned competency in one public school. The participants in this study were chosen through convenience sampling. The TTP lesson guides are developed through the ADDIE Instructional Model. Results of the validation of the three lesson guides from two TTP practitioners showed that all were valid, with an overall mean of 3.56, 3.91, and 4.09 for each lesson guide. With revisions from their suggestions, it proceeded to the implementation phase. Two themes were generated from the Focus Group Discussion (FGD), namely (1) Supporting Professional Development of Teachers in Adopting the TTP Approach and (2) Fostering Student Engagement and Active Learning in Mathematics. Furthermore, the FGD showed that the developed lesson guide is acceptable as substantial support for teachers in sustaining TTP in the school.
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