Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra
This study investigated how high school mathematics teachers in South Africa integrate GeoGebra, a free dynamic mathematics software program, into their teaching practices. The research explored teachers' perceptions of the training they received for the GeoGebra software, the...
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| Format: | Article |
| Language: | English |
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OpenED Network
2023-12-01
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| Series: | Research in Educational Policy and Management |
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| Online Access: | https://repamjournal.org/index.php/REPAM/article/view/133 |
| _version_ | 1797371098028834816 |
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| author | Lindiwe Gloria Mokotjo |
| author_facet | Lindiwe Gloria Mokotjo |
| author_sort | Lindiwe Gloria Mokotjo |
| collection | DOAJ |
| description |
This study investigated how high school mathematics teachers in South Africa integrate GeoGebra, a free dynamic mathematics software program, into their teaching practices. The research explored teachers' perceptions of the training they received for the GeoGebra software, their ability to create and implement GeoGebra-based lessons, and their confidence in using it in the classroom. The study employed an interpretive research paradigm to gather insights through unstructured interviews with four purposefully selected teachers from South Africa's Northwest Province. Despite the absence of a structured training program, the study findings indicate teachers' enthusiasm for adopting GeoGebra. The study underscores the need for the Department of Basic Education to enhance support to address potential obstacles and the importance of aligning GeoGebra training with existing guidelines for integrating information and communication technologies within the Department of Basic Education and school management. In summary, this study provides valuable insights into how professional development impacts high school mathematics teachers' incorporation of GeoGebra, with implications for the design and implementation of future programs aimed at helping teachers integrate technology into their instructional practices.
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| first_indexed | 2024-03-08T18:14:53Z |
| format | Article |
| id | doaj.art-af641d809ce444c38837a4dea25bedbd |
| institution | Directory Open Access Journal |
| issn | 2691-0667 |
| language | English |
| last_indexed | 2024-03-08T18:14:53Z |
| publishDate | 2023-12-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Research in Educational Policy and Management |
| spelling | doaj.art-af641d809ce444c38837a4dea25bedbd2023-12-31T14:21:13ZengOpenED NetworkResearch in Educational Policy and Management2691-06672023-12-015310.46303/repam.2023.20Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebraLindiwe Gloria Mokotjo0IIE Rosebank College This study investigated how high school mathematics teachers in South Africa integrate GeoGebra, a free dynamic mathematics software program, into their teaching practices. The research explored teachers' perceptions of the training they received for the GeoGebra software, their ability to create and implement GeoGebra-based lessons, and their confidence in using it in the classroom. The study employed an interpretive research paradigm to gather insights through unstructured interviews with four purposefully selected teachers from South Africa's Northwest Province. Despite the absence of a structured training program, the study findings indicate teachers' enthusiasm for adopting GeoGebra. The study underscores the need for the Department of Basic Education to enhance support to address potential obstacles and the importance of aligning GeoGebra training with existing guidelines for integrating information and communication technologies within the Department of Basic Education and school management. In summary, this study provides valuable insights into how professional development impacts high school mathematics teachers' incorporation of GeoGebra, with implications for the design and implementation of future programs aimed at helping teachers integrate technology into their instructional practices. https://repamjournal.org/index.php/REPAM/article/view/133Information communication integrationGeoGebraprofessional developmentmathematicstechnology |
| spellingShingle | Lindiwe Gloria Mokotjo Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra Research in Educational Policy and Management Information communication integration GeoGebra professional development mathematics technology |
| title | Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra |
| title_full | Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra |
| title_fullStr | Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra |
| title_full_unstemmed | Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra |
| title_short | Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra |
| title_sort | exploring high school mathematics teachers experiences of professional development in the integration of geogebra |
| topic | Information communication integration GeoGebra professional development mathematics technology |
| url | https://repamjournal.org/index.php/REPAM/article/view/133 |
| work_keys_str_mv | AT lindiwegloriamokotjo exploringhighschoolmathematicsteachersexperiencesofprofessionaldevelopmentintheintegrationofgeogebra |