Teachers' perceptions toward the use of geogebra in the teaching and learning of mathematics

8Citations
Citations of this article
47Readers
Mendeley users who have this article in their library.

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. © 2012 Science Publications.

Cite

CITATION STYLE

APA

Zakaria, E., & Lee, L. S. (2012). Teachers’ perceptions toward the use of geogebra in the teaching and learning of mathematics. Journal of Mathematics and Statistics, 8(2), 253–257. https://doi.org/10.3844/jmssp.2012.253.257

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free