Teaching Euclidean geometry with GeoGebra: Perceptions for in-service mathematics teachers
Israel Yeukai Marange 1 , Benjamin Tatira 1 *
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1 Walter Sisulu University, Mthatha, SOUTH AFRICA* Corresponding Author

Abstract

The teaching of Euclidean geometry is characterized by ineffective instructional methods used by in-service teachers as well as the low proficiency levels by learners. The purpose of this study was to survey in-service mathematics teachers’ GeoGebra integrative skills in the teaching of geometry. This study was quantitative and pre- and post-questionnaires were used to collect data. Descriptive and inferential statistics were used to perform statistical analysis of quantitative data. 12 schools were randomly selected, and purposive sampling was employed to select 29 in-service mathematics teachers. The study revealed that the intervention impacted positively on in-service teachers instructional strategies with a high statistical significance and a gain of medium to large effect size on both the pre- and post-intervention. After the training, participants felt that integrating GeoGebra in geometry teaching affords mathematics teachers the opportunity to use learner-centered approaches, teach geometry with confidence and maintain learners’ attention and alertness in class.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 12, Article No: em2367

https://doi.org/10.29333/ejmste/13861

Publication date: 01 Dec 2023

Online publication date: 05 Nov 2023

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Article Downloads: 501

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