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.