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GeoGebra Training and University Mathematics Teachers’ Teaching Practices
Gebreslassie Tesfay Berhe
Kassa Michael Weldeysus
Hailu Nigus Weldeana
Abreha Tesfay
Abraha Tareke
Abstract
This paper is aimed at assessing the effect of GeoGebra software training intervention on the University Mathematics Teachers’ (UMTs’) integration of the software GeoGebra into their mathematics teaching practices. Using a mixed-methods approach and a non-equivalent group quasi-experimental design, the study initially surveyed 96 UMTs across three universities to evaluate their existing perceptions, beliefs, skills, and level of GeoGebra usage in the classroom. To this end, the baseline results from a one-way ANOVA showed significant mean difference between the UMTs’ extent of skills in using GeoGebra with and ability to utilize the software algebraic and geometric mathematical concepts ( ) at the three universities. However, following the training intervention, the computed mean of the UMTs’ extent of perceptions, beliefs, skills, and the software GeoGebra usage increased significantly across all groups, eliminating the previous disparities between universities. Furthermore, a paired-samples t-test confirmed that the training intervention significantly improved all measured values of the UMTs’ extents of perceptions on the software GeoGebra, beliefs toward using the software, skills to use it, and the software GeoGebra usage in their mathematics teaching practices (p < .001) with Cohen’s d = .51 to 1.86. The qualitative findings complement these results, revealing that UMTs view GeoGebra as an essential tool in their mathematics teaching practices. Participants noted that the software creates a more conducive environment for teaching mathematics, simplifies and saves time when solving a mathematical problem, and enhances efficiency in understanding complex mathematical concepts.
