Teachers’ perspectives towards use of technology, the case of GeoGebra in teaching Mathematics in Kenya

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dc.contributor.authorMukiri, Irene Mwingirwa
dc.contributor.authorMiheso-O’Connor, Marguerite
dc.contributor.authorKhatete, D. W.
dc.date.accessioned2018-04-19T08:25:51Z
dc.date.available2018-04-19T08:25:51Z
dc.date.issued2015-07
dc.descriptionPresentationen_US
dc.description.abstractThis 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 Mathematicsen_US
dc.identifier.citationProceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18332
dc.language.isoenen_US
dc.subjectGeoGebraen_US
dc.subjectGeometryen_US
dc.subjectTechnologyen_US
dc.subjectSecondary Mathematicsen_US
dc.titleTeachers’ perspectives towards use of technology, the case of GeoGebra in teaching Mathematics in Kenyaen_US
dc.title.alternativeBuilding Capacity Through Quality Teacher Educationen_US
dc.typePresentationen_US
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