Factors that influence mathematics teachers' use of dynamic software for instruction

Abstract

This study investigated factors that influence mathematics teachers’ use of dynamic mathematics software (specifically GeoGebra) for teaching and learning. Since society is so intertwined with technology, Keitel (1997) argues that it is becoming easier to find technological solutions for problems rather than to search for non-technological solutions. This could also hold true for teachers who need to adjust to teaching mathematics with the aid of resources such as Information and Communication Technology (ICT) in a changing society. One of the key trends reported on in the 2013 Higher Education edition of the 2013 NMC report is that the teacher’s role keeps on changing because of the ever increasing amount of resources available to students via the Internet (Johnson, Adams Becker, Cummins, Estrada, Freeman & Ludgate, 2013). In order to explore factors that influence mathematics teachers’ use of GeoGebra for instruction, a quantitative research design was used. Participants in the study were members of the V.A.W. These participants were purposefully selected since the organisation regularly has training workshops on GeoGebra and most of the organisation’s members were therefore familiar with GeoGebra. In order to obtain as large a response as possible, a website link to an e-survey, as well as an invitation to participate in the study were e-mailed in addition to hard copies of the survey which were distributed and collected. Multiple regression analysis was used to investigate the influence of the four UTAUT (Unified Theory of Acceptance and Use of Technology) constructs, namely Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC) (independent variables) on teachers’ intention to use GeoGebra (dependent variable). Correlation statistics was used to establish whether correlations between the four UTAUT constructs and teachers’ intention to use GeoGebra existed, and if it did, how significant the correlations were – between each item on the survey as well as each UTAUT construct on teachers’ intention to use GeoGebra. This study found that the combination of Performance Expectancy, Effort Expectancy and Social Influence explained 30% of the variance in respondents’ intention to use GeoGebra. On its own however, only Social Influence was found to be a direct determinant of a respondent’s intention to use GeoGebra, with Performance Expectancy and Effort Expectancy not being significant predictors by themselves of respondents’ intention to use GeoGebra. Facilitating Conditions were not found to directly influence whether or not people actually used GeoGebra. Teachers’ intention to use GeoGebra was found to predict the actual use of GeoGebra for teaching and learning.