Pre Service Mathematics Teachers Mastery of GeoGebra in the Topic of Polygons

This study explores how pre-service mathematics teachers develop skills, confidence, and face challenges in using GeoGebra, with a particular focus on the topic of polygons. While previous research has shown that GeoGebra supports effective mathematics teaching and learning, limited attention has been given to how future teachers experience and apply it during their training. The study aims to assess teachers’ hands-on experience with GeoGebra, evaluate their confidence levels, and identify the main difficulties they encounter. A quantitative approach was employed using a performance test and a four-point Likert-scale questionnaire. The data were analyzed through descriptive and inferential statistics. Results revealed that the participants demonstrated good technical ability, especially in constructing simple geometric figures and using sliders, yet their conceptual and pedagogical understanding was only moderate. The main issues reported include limited pedagogical guidance, insufficient practice opportunities, and difficulty integrating GeoGebra effectively in classroom contexts. These findings suggest a need to strengthen TPACK-oriented pedagogical preparation to improve technology integration in teacher education. Future studies are encouraged to adopt mixed-methods or qualitative designs to gain deeper insight into teaching strategies and the long-term effects of GeoGebra use in mathematics classrooms.