Teachers’ perspectives towards use of technology, the case of GeoGebra in teaching Mathematics in Kenya
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Date
2015-07
Authors
Mukiri, Irene Mwingirwa
Miheso-O’Connor, Marguerite
Khatete, D. W.
Journal Title
Journal ISSN
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Abstract
This study looks at GeoGebra as a type of technology and assesses teachers’ perspectives
towards training and use of GeoGebra as a tool to enhance learning of mathematics. This
paper is reporting the findings of a larger study that was conducted in Kajiado County in
Kenya on GeoGebra use in teaching Secondary School Mathematics. The study sought to
relate teachers’ perceptions towards uptake of technology and the actual uptake of technology
as indicated by the Diffusion Innovation Model. The findings after training sessions with the
mathematics teachers showed that the mathematics teachers were willing to use GeoGebra in
their classes. The teachers said that among all topics, they felt that Geometry was the most
complicated to teach and that GeoGebra was a welcome solution to this problem. Teachers’
responses indicated that GeoGebra is useful for teaching and learning Mathematics and that
it would help learners grasp concepts in Geometry.
Keywords: GeoGebra, Geometry, technology, Secondary Mathematics
Description
Presentation
Keywords
GeoGebra, Geometry, Technology, Secondary Mathematics
Citation
Proceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015