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RESEARCH PAPER
Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development
1
Walter Sisulu University, Mthatha, SOUTH AFRICA
Online publication date: 2024-05-24
Publication date: 2024-06-01
EURASIA J. Math., Sci Tech. Ed 2024;20(6):em2457
KEYWORDS
ABSTRACT
Teachers’ perceptions of integrating educational technologies such as GeoGebra in teaching
varied according to gender and these disparities were explored. The pre- and post-technological
pedagogical and content knowledge (TPACK) Likert questionnaires were used as data collection
instruments. TPACK was also used as the framework underpinning the study. The researchers
purposively sampled 22 mathematics secondary teachers from twelve randomly selected schools
in one district. Of the 22 selected teachers, 13 were male and nine were female. The researchers
adopted a quasi-experimental research design within a quantitative approach and used the
descriptive and inferential statistics to analyze and interpret the results. The findings revealed that
males ranked their familiarity and experience with several novel technologies higher than did
females. There exist gender differences with more male than female teachers showing a greater
benefit to most of TPACK components.
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