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Developing teachers' competencies in technology integration has recently been one of the areas of attention in teacher training. This paper presents an investigation of the development of mathematics teachers' technological pedagogical content knowledge (TPACK) through collaborative lesson design activities. The study employed a pre and post-test for non-equivalent groups quasi-experiment with three groups. Participants were secondary school mathematics teachers from Dar es Salaam -Tanzania who responded to a TPACK questionnaire before and after the intervention. Group 1 participated in collaborative lesson design teams to integrate technology and implemented the designed lesson in the classroom. Group 2 participated in lesson planning and implementation and group 3 operated conventionally. Using paired sample t-test, although all groups appear to have improved their TPACK significantly, the effect size was large for group 1 and group 2 only. When the comparison between groups and across the two points of time for data collection was done using the split-plot analysis of variance, it was found that group 1 improved the most in TPACK. These finding favoured the use of collaborative lesson designs in school-based teacher design teams. The study recommends that professional development needs to be authentic by involving teachers in routine professional activities, optimizing their peer teams to support each other within the real school contexts.

This article explores studies that investigated GeoGebra integration and its effectiveness in teaching and learning mathematics. The study examines existing studies on how and why GeoGebra enhanced students’ performance; understanding, analytical thinking, generalization, abstract thinking, representation, and logical thinking. By a deep exploration of the main construct of the study, we collected and analyzed 20 studies whose results reported that GeoGebra added values when applied in teaching and learning in different mathematical domains. The reviewed literature identified four domains in Mathematics: Geometry, Algebra, Calculus, and Trigonometry that was studied. The majority of the reviewed studies investigated the integration of GeoGebra in Geometry and few studies were found in other mathematical domains. The literature ascertains that students can explore independently the software and acquire mathematical concepts with minimum assistance from the teacher. The results from the reviewed literature, on the one hand, indicated 16/20 or (80 %) of the studies generally showed that GeoGebra is effective in teaching and learning Mathematics since GeoGebra contributed in enhancing students’ understanding of mathematical concepts and improved students’ interest to learn mathematics. On the other hand, only 4/20 studies or (20%) showed non-effectiveness of GeoGebra since students in both experimental and control groups did not show the difference in their performance after being both given post-tests or an interview. This may indicate that although GeoGebra seems to be largely effective, such effectiveness is dependent on the way it is integrated into the teaching and learning process. Therefore, we recommend that other research should step up investigating why most of the studies were found in the Geometry domain and few in other domains.

This study explores the level of mathematics teachers' technology integration self-efficacy and the extent to which some background variables influence this self-efficacy. The study adopted a survey design and collected data from 125 mathematics teachers in Dar es Salaam, Tanzania. Data analysis was done using a t-test, effect size, and one-way between-groups ANOVA. Teachers were found to have a moderate level of self-efficacy. Furthermore, findings suggest that gender and teacher training in technology integration both in college training and as part of professional development are important in influencing teachers’ self-efficacy in teaching with technology. The study recommends technology integration and gender to be mainstreamed in teacher education in order to develop self-efficacy in technology use.

The current study reports an exploration study of 124 secondary mathematics teachers TPACK. It employs a survey design where a self-reported questionnaire and interviews were used for data collection. Apart from descriptive and inferential statistics including the t-test, effect size, and ANOVA, qualitative findings were presented. Although finding indicate moderate levels of TPACK overall, the actual use of technology for instructional purposes was low. The study recommends the provision of professional development in technology integration for mathematics teachers while addressing gender issues.

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