Exploring Teachers' Perceptions of GeoGebra's Usefulness for Learning Limits and Continuity: A Gender Perspective

GeoGebra is widely recognized for its potential to aid students in grasping abstract mathematical concepts, particularly in areas like Limits and Continuity. Despite its growing use, research on teachers' perceptions of GeoGebra's effectiveness remains limited, especially concerning gender differences. This study sought to fill this gap by examining secondary school teachers' perceptions of GeoGebra's usefulness in teaching complex mathematical concepts, with a particular focus on how these perceptions might differ between male and female teachers. The study used 218 secondary school teachers who were purposely sampled. Data collection involved a questionnaire featuring rating scale questions. The findings showed that there were no statistically significant differences found between male and female teachers' perceptions of cognitive development (p = .158) or affective development (p = .694) in students' learning of Limits and Continuity and teachers' use of GeoGebra in teaching (p = .208). However, notable gender-based disparities were observed in teachers' perceptions regarding GeoGebra's effectiveness in enhancing visual representation of mathematics (p = .004). We recommend the implementation of regular, continuous professional development programs to enhance teachers' proficiency in using GeoGebra as a supportive tool in mathematics instruction. These initiatives can reduce gender disparities in GeoGebra use, promoting more equitable mathematics education.