Original Research

Factors that influence teachers’ use of GeoGebra for instruction

Gerrit H. Stols, Stephan J. Venter, Elizabeth M. Louw
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 35, No 1 | a1366 | DOI: https://doi.org/10.4102/satnt.v35i1.1366 | © 2016 Gerrit H. Stols, Stephan J. Venter, Elizabeth M. Louw | This work is licensed under CC Attribution 4.0
Submitted: 19 August 2015 | Published: 08 June 2016

About the author(s)

Gerrit H. Stols, Department of Science, Mathematics and Technology Education, University of Pretoria, South Africa
Stephan J. Venter, Department of Science, Mathematics and Technology Education, University of Pretoria, South Africa
Elizabeth M. Louw, Department of Statistics, University of Pretoria, South Africa


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Abstract

This study investigated factors that influence teachers’ use of mathematics software (in this case GeoGebra) for teaching and learning. Participants in the study were purposefully selected from a group of teachers that have received software training, have access to computers, and are familiar with the software. Seventy-five respondents completed the structured questionnaires. Multiple regressions were used to investigate the relationship between the four constructs of the Unified Theory of Acceptance and Use of Technology. These constructs are performance expectancyeffort expectancysocial influence, and facilitating conditions on teachers’ intention to use the mathematics software. This study found that the combination of the four above mentioned constructs explained 30% of the variance in respondents’ intention to use the software. Facilitating conditions were not found to directly influence whether or not people actually used the software because all of them have access to computers. Teachers’intention to use GeoGebra was found to predict the actual use of GeoGebra for teaching and learning.

Keywords: mathematics; teachers; technology; ICT; software


Keywords

mathematics, teachers, technology, ICT, software

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