THE POTENTIAL AND CHALLENGES OF USING GEOGEBRA TO TEACH GEOMETRICAL CONSTRUCTIONS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: THE CASE OF GABORONE WEST GOVERNMENT SCHOOLS

Abstract

This study discusses the potential and challenges of integrating technology in mathematics instruction using
GeoGebra. There is a dearth of studies on the use of GeoGebra in classroom settings in the African context
and the study was an effort to add to the literature. A case study method to gauge teachers’ experiences on
using the software to teach geometrical constructions was employed. The findings indicated that GeoGebra
has the potential to support teachers if utilised effectively, but had its challenges. For example, teachers’ lack
of knowledge on ways to integrate ICT in the curriculum, how to exploit its features in mathematical activities
and not enough or limited access to computer hardware were some of the obstacles and challenges perceived
by teachers related to their inexperience with the software. The premise was that a teaching/learning
environment based on using technology brings with it the possibility to work on mathematical concepts in a
broader way compared to purely teacher-centred classroom sessions. Overall the study provide reasons to
believe that GeoGebra has a potential in enhancing teachers’ mathematics instructional practices as evidenced
by the participants’ general acceptance of its use in their lessons.