Teachers’ Perceptions toward the use of GeoGebra in the Teaching and Learning of Mathematics

Abstract

Problem statement:In a study by TIMSS, approximately 20% of Malaysian students failed to achieve the minimum benchmarks in mathematics. In addition, students do not understand mathematical concepts and lack necessary skills in problem-solving. The purpose of this study was to examine teachers' perceptions toward the features and tools in GeoGebra. Approach: A GeoGebra workshop was conducted involving 30 secondary school teachers. This study employed a quantitative survey method that uses a questionnaire to collect data. Descriptive statistics were used to gauge teachers' perceptions toward the software during a GeoGebra workshop. Results: The findings showed that teachers' perceptions toward GeoGebra features were at a moderate level (M = 3.53). Teachers' perceptions toward the basic construction of geometry and the transformation angle were at a high level, with a mean of 3.85 and 3.78. Teachers' perceptions toward coordinates and equations, functions and exporting of images were at a moderate level, with a mean of 3.57 and 3.59. The findings indicate that teachers have positive perceptions toward the use of GeoGebra. Conclusion: Therefore, based on the findings of this study, GeoGebra can and should be used as an alternative to promote the use of technology in the teaching and learning of mathematics.

Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra

“…Through these teachers' lived experiences and views, the study gained insights into the professional development of teachers in integrating GeoGebra and how such information may be used in integrating other mathematics software (cf. Zakaria & Lee, 2012). This section provides bibliographical data on the teachers who participated in the study, maintaining their confidentiality through pseudonyms.…”

Methodology Features of Teaching Stochastics to University Students of the Biology Specialization

“…When selecting the content of the discipline material, forms, methods and means of teaching stochastics, we took into account the specificity of future professional activity of university students. The theoretical and methodological basis of our research was: the theory of systemic understanding of pedagogical processes (Krayevsky & Khutorskoy, 2007;and others); the positions of the competence approach in professional education (Zimnyaya, 2003;and others); basic principles and principles of the activity approach in the organization of cognitive independence (Pidkasisty, 2003;and others); the principles of the theory of technological development of the pedagogical process (Bespalko, 1989;and others), including the ideas of using pedagogical, information and telecommunication technologies in the educational process (Grigoriev & Grinshkun, 2005;Zheldakov, 2003;Levchenko, 2009;Zaslavskaya & Sergeeva, 2006;Polat et al, 2009;Robert, 2010;Zakaria & Lee, 2012;and others). To solve the stated tasks, the following research methods were used: specifically theoretical: analysis of mathematical, psycho-pedagogical and scientificmethodical literature, dissertations on the methodology of teaching mathematics and on the implementation of the methodological system of teaching mathematics; practical: analysis and generalization of the experience of teachers and their own experience in conducting studies in the system of higher education, analysis, systematization of concepts and methodological systems of mathematical education (Vanyurin, 2003;Episheva, 1999;Korolev, 2012;Mayer, 2001;Samsonova, 2004;Shcherbatykh, 2011;and others), diagnostic techniques, pedagogical experiment.…”

Noción de aproximación del área bajo la curva utilizando la aplicación Calculadora Gráfica de GeoGebra

“…A favor de esta revolución, el software de geometría dinámica GeoGebra ha promovido nuevas formas de interacción en el aula -y fuera de ella-a partir del uso de recursos para el aprendizaje de las matemáticas (Arbain & Shukor, 2015). Aunque existe una gran variedad de resultados de investigación que evidencian una actitud positiva de los docentes frente a este tipo de recursos (Zakaria & Lee, 2012), se presenta un escenario paradójico que devela la integración precaria de software dinámico en los distintos niveles educativos, a pesar de un acceso creciente a las tecnologías digitales (Hohenwarter, Hohenwarter & Lavicza, 2009). Desde esta perspectiva, resulta poco provechoso proponer la acción formativa sin tener en cuenta un proceso de alfabetización tecnológica que involucre tanto a docentes como a estudiantes (Schumann & Green, 2000).…”

“…La diversidad de recursos de GeoGebra facilita a estudiantes y maestros la enseñanza y aprendizaje de las matemáticas y es una herramienta valiosa para enfrentar los desafíos del mundo digital (Zakaria & Lee, 2012). Este software posibilita la representación de algunos procesos matemáticos desde una perspectiva geométrica y algebraica a la vez, en un entorno de fácil uso (Little, 2009).…”