Teachers’ Perceptions toward the use of GeoGebra in the Teaching and Learning of Mathematics
Effandi Zakaria and Lo Sooth Lee
DOI : 10.3844/jmssp.2012.253.257
Journal of Mathematics and Statistics
Volume 8, Issue 2
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 teachersÂ’ 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 teachersÂ’ perceptions toward the software during a GeoGebra workshop. Results: The findings showed that teachersÂ’ perceptions toward GeoGebra features were at a moderate level (M = 3.53). TeachersÂ’ 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. TeachersÂ’ 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.
© 2012 Effandi Zakaria and Lo Sooth Lee. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.