Abstract:
The South African Government has made concerted efforts to introduce GeoGebra and similar
open-source dynamic graphics mathematics software to schools. This study appreciates that
teachers are crucial in the integration 3of technology that assists in teaching, including
GeoGebra, and hence focuses on exploring teachers’ perceptions about the value of using
GeoGebra. This article presents four qualitative case studies that illustrate the views and
experiences of selected teachers in the integration of GeoGebra within a South African
curriculum context. Located in the interpretivism paradigm, the researchers listened to the
views, opinions and understandings of teachers concerning the integration of GeoGebra. Data
were generated by conducting semi-structured interviews with four purposively sampled
teachers from four high schools in the Bojanala District in the North-West Province of South
Africa. The key finding of this study revealed the need to strengthen the professional
development of teachers concerning the integration of GeoGebra into the mathematics
curriculum. The study concluded that teachers are enthusiastic in applying GeoGebra as they
believed that it was valuable in teaching mathematics to South African high school student.
The study recommends the enhancement of professional development with a focus on
GeoGebra because of its strong link to the South African curriculum.
