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.
Highlights
In the world of information technology, rapid changes have taken place in education
Workshop III: Coordinates and equations: In this workshop, teachers learned about the algebra window and input fields in GeoGebra
Teachers were introduced to a dynamic geometry tool selected for certain characteristics that facilitate construction: Table 2 below shows the number of respondents teaching Mathematics
Summary
In the world of information technology, rapid changes have taken place in education. Intense competition and efforts toward the formation of a world-class education system have emerged. There has been an increase in the use of multimedia technology, especially computers and special software, in the teaching of science and mathematics. Integrating technology in teaching provides greater learning opportunities for students (Roberts, 2012) and the use of technology can enhance the student abilities (AlA’ali, 2008). Technological advances in mathematics education have paved the way for teachers to use technology to improve the quality of teaching and learning. As a result of the implementation of policies that emphasize the importance of using technology in education, all parties involved in education are faced with the important task of reforming methods of teaching and learning
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