Teaching Parallelograms Using Geometer's Sketchpad

This study aims to examine the extent of the impact of using the Geometer’s Sketchpad program (GSP) on learning the concept of parallelograms among fourth-grade students in the Arab sector in Israel and its influence on their performance in geometry, from the perspective of teachers. Additionally, the study seeks to explore the effect of variables such as teachers' educational qualifications and years of teaching experience.To achieve these objectives, the researcher employed a descriptive-analytical methodology, utilizing a questionnaire composed of 20 items. The questionnaire was distributed to a sample of 100 fourth-grade teachers from various regions within the Arab sector. Following the distribution process, the responses werecollected, coded, and inputted into a computer for statistical analysis using the Statistical Package for the Social Sciences (SPSS). The results of the study indicated a very high degree of positive responses to the primary research question regarding the impact of the (GSP) on teaching parallelograms to fourth-grade students and its effect on their academic performance in geometry, as perceived by teachers. Furthermore, nostatistically significant differences were found based on variables such as educational qualifications or years of teaching experience. In light of these findings, the researcher recommends enhancing the utilization of the (GSP) in teaching mathematics and increasing the level of teacher training in this area. Additionally, the study emphasizes the importance of conducting broader investigations on this topic to further explore its potential.