In-service mathematics teachers’ perceptions of GeoGebra integrative training materials: The case of geometry teaching

The further education and training phase curriculum and assessment policy statement of South Africa expects mathematics teachers to integrate educational technologies into their teaching. However, the importance of technology integration and adoption has not been fully implemented in schools. In-service mathematics teachers’ perceptions of GeoGebra integrative training materials and their impact on the artefacts of teachers’ professional development were explored in this study. The study adopted two adult learning theories, namely andragogy and transformational learning. These theories were integrated into Ahmed et al.’s (2021) in-service training framework. A mixed-methods methodology was employed by purposively sampling 29 mathematics secondary teachers from twelve randomly selected schools in the OR Tambo Inland District of Eastern Cape Province in South Africa. Data were collected by using a questionnaire with four open-ended and seven closed-ended questions. The questionnaire was administered at the end of professional teacher development training for mathematics teachers. The researchers used descriptive, inferential statistics and thematic approaches to analyze and interpret the results. The findings revealed that in-service mathematics teachers highly rated the GeoGebra integrative training materials. The participants positively felt that the training materials ushered interest in teaching geometry with confidence. They felt highly motivated and showed interest in disseminating information to other colleagues. The study also revealed improved in-service teachers’ professional skills. These skills included improved technological, pedagogical, communication, collaboration and content skills.