Enhancing Mathematical Reasoning: The Perceived Influence of ICT Tools on Geometry Instruction
DOI:
https://doi.org/10.46328/ijoftes.5916Keywords:
Mathematics, Mathematical reasoning, Geometry, ICT tools, GeoGebraAbstract
Given the importance of improving mathematics performance, this study explored the perceived influence of ICT Tools, particularly GeoGebra, a software for enhancing Grade 6 Geometry Instruction, on Grade 6 Geometry instruction. The study contributes to the ongoing efforts to improve mathematics education in South Africa and beyond. This study employed the interpretivist paradigm, qualitative research approach, and case study design. Purposive sampling was used to select qualified and sufficiently experienced Grade 6 Mathematics teachers in Buffalo City Metro and Amathole East districts of the Eastern Cape. Online qualitative surveys were used to collect data on the perceived influence of ICT Tools on Grade 6 Geometry instruction. Data was analysed thematically. The major findings suggest that integration of ICT in Mathematics teaching is influenced by teacher readiness, resource availability, and technological knowledge. The findings also revealed that some teachers were familiar with GeoGebra, as an ICT tool that enhances learners’ mathematical reasoning, but acknowledged the need for proper training to integrate GeoGebra in Geometry instruction. This study’s recommendations include provision of support from Department of Education through teacher ICT training, ICT infrastructure, technological gadgets, technical assistance, and best practices in ICT teaching pedagogies.
References
Adelabu, F. M., Marange, I. Y., & Alex, J. (2022). GeoGebra Software to Teach and Learn Circle Geometry: Academic Achievement of Grade 11 Learners. Mathematics Teaching Research Journal, 14(3), 2-16.
Ait Hammou, Y. (2021). Teachers’ Most Frequently Used ICT Tools for Teaching Language Skills and Components in Moroccan Secondary School EFL Classrooms. International Journal of Social Science and Human Research, 4(110), 2775-2783.
Alenezi, A., & Alsadoon, A. (2022). Teacher professional development in the digital age: Challenges and opportunities. Education and Information Technologies, 27(3), 3475–3490.
Alharahsheh, H.H. & Pius, A. (2020). A review of key paradigms: Positivism interpretivism. Global Academic Journal of Humanities and Social Sciences,2(3), 39-43.
Ardina, G., Bautista, G., & delos Santos, M. S. (2025). GeoGebra Integration in Mathematics Teaching: Bridging Research and Classroom Practice. Journal of Interdisciplinary Perspectives, 3(8), 845-856.
Arhin, J., Boateng, F. O., Akosah, E. F., & Gyimah, K. (2024). Perceptions and Readiness of High School Mathematics Teachers for Integration of ICT Tools in the Teaching and Learning of Mathematics. Pedagogical research, 9(1).
Ashiono, B., Murungi, C. G., & Mwoma, T. (2018). Supporting teachers in their use of ICT in teaching mathematics: what kind of support is necessary and when is it required. Int J Pregn & Chi Birth, 4(6), 247-251.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122.
Batiibwe, M. S. K. (2024). Integration of GeoGebra in learning mathematics: Benefits and challenges.
Buabeng-Andoh, C. (2012). Factors Influencing Teachers’ Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8, 136-155.
Chakraborty, S. (2023). Overcoming barriers to ICT integration: A case study of secondary schools in India. Educational Technology & Society, 26(1), 157–170.
Chytas, C., van Borkulo, S. P., Drijvers, P., Barendsen, E., & Tolboom, J. L. (2024). Computational thinking in secondary mathematics education with GeoGebra: Insights from an intervention in calculus lessons. Digital Experiences in Mathematics Education, 10(2), 228-259.
Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge.
Creswell, J. W., & Plano Clark, V. L. (2023). Revisiting mixed methods research designs twenty years later. Handbook of mixed methods research designs, 1(1), 21-36.
Davis, F. D. (1987). User acceptance of information systems: the technology acceptance model (TAM).
Department of Basic Education. (2024). National Senior Certificate Report 2024.
Filina, N. Z., Sari, S. M., & Zahraini, Z. (2024). The utilization of Technological Pedagogical Content Knowledge (TPACK) in elementary school learning. International Journal of Business, Law, and Education, 5(1), 260-266.
Golding, J., & Batiibwe, M. S. K. (2020). A design approach to mathematics teacher teacher development in East Africa. JRA Math Edu (Journal of Research and Advances in Mathematics Education), 6(1).
Hassan, Muhammad Nasiru, Abdullah, A. H., &Ismail, N. (2020a). Effects of IntegrativeInterventions with van Hiele Phase on Learners’Geometric Thinking: A Systimatic Review.Journal of Critical Reviews, 7(13), 1133–1140.https://doi.org/10.31838/jcr.07.13.194
Hechter, J. (2022, May). Mathematics’ war-real or imaginary?. In 8th International Conference on Higher Education Advances (HEAd'22) (pp. 539-547). Editorial Universitat Politècnica de València.
Herbert, J., Ferri, L., Hernandez, B., Zamarripa, I., Hofer, K., Fazeli, M. S., ... & Abdallah, K. (2023). Personality diversity in the workplace: A systematic literature review on introversion. Journal of Workplace Behavioral Health, 38(2), 165-187.
Hsu, P. S. (2016). Examining current beliefs, practices and barriers about technology integration: A case study. Tech Trends, 60(1), 30-40.
Kassutto, S. M., Baston, C., & Clancy, C. (2021). Virtual, Augmented, and Alternate Reality in Medical Education: Socially Distanced but Fully Immersed. ATS Scholar, 2(4), 651–664.
Kibirige, I. (2023). Primary teachers’ challenges in implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the post-pandemic era in Uganda. Education sciences, 13(4), 382.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
Korenova, L., Schmid, A. & Demel, A. (2025). Exploring the Use of GeoGebra Software in Teaching Stereometry at Primary Schools: An Action Research Study.
Kunjiapu, S., Sinnappan, P., Salim, F. A. A., & Kunasegaran, M. (2025). Challenges and dilemmas of digitalization in Philippine education: A grassroots perspective. Journal of Public Administration and Governance, 14(2), 232.
Lee, Y., Kozar, K. A., & Larsen, K. R. (2003). The technology acceptance model: Past, present, and future. Communications of the Association for information systems, 12(1), 50.
Lepheana, L.J. & Chisango, G. (2022). Challenges of implementing inclusive education in South Africa: a case study in Buffalo City Education District. International Journal, 78(12/1).
Linake, M. A., Liziwe, F., & Kleinbooi, C. (2023). Framework For Improving Speaking Skills In Grade 4 English First Additional Language Learners During English Lessons In Rural Areas. In EDULEARN23 Proceedings (pp. 8638-8646). IATED.
Maričić, M., Anđić, B., Soeharto, S., Mumcu, F., Cvjetićanin, S., & Lavicza, Z. (2025). The exploration of continuous teaching intention in emerging-technology environments through perceived cognitive load, usability, and teacher’s attitudes. Education and Information Technologies, 30(7), 9341-9370.
Mokgadi, T., & Moloi, T. J. (2025). Navigating ICT Challenges and Effects at Rekopantswe Senior Phase Schools: Exploring Teaching and Learning Results. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 9(1), 46–73.
Mthethwa, M., Bossé, M. J., Williams, D., & Bayaga, A. (2020). GeoGebra for learning and teaching: A parallel investigation. South African Journal of Education, 40(2), 1-12.
Mwingirwa, I. M., & Miheso-O'Connor, M. K. (2016). Status of Teachers' Technology Uptake and Use of GeoGebra in Teaching Secondary School Mathematics in Kenya. International Journal of Research in Education and Science, 2(2), 286-294.
Nyakito, C., Amimo, C., & Allida, V. B. (2021). Challenges of integrating information and communication technology in teaching among National Teachers' Colleges in Uganda. East African Journal of Education and Social Sciences, 2(3), 157-171.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & education, 37(2), 163-178.
Prieto-González, J. L., Gutiérrez-Araujo, R. E., Arredondo, E. H., & Montecino, A. (2023). Contradictions in the learning of Euclidean constructions with GeoGebra by pre-service mathematics teachers. Journal of Mathematics Teacher Education, 1-25.
Priyanda, R., Herman, T., Amalia, R. & Ihsan, I. (2025). Exploring teachers’ pedagogical reasoning in mathematics education using the TPACK framework. Frontiers in Education.
Reddy, V., Visser, M., Winnaar, L., Arends, F., Juan, A. L., Prinsloo, C. & Isdale, K. (2016). TIMSS 2015: Highlights of mathematics and science achievement of grade 9 South African learners. (Commissioned by the Department of Basic Education, December).
Reynolds, K. A., Aldrich, C. E. A., Bookbinder, A., Gallo, A., von Davier, M. & Kennedy, (Eds.) (2024). TIMSS 2023 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. Boston College, TIMSS & PIRLS International Study Center.
Saralar-Aras, I., & Birgili, B. (2022). An Assessment of Pre-Service Mathematics Teachers' Techno-Pedagogical Content Knowledge Regarding Geometry. International Journal of Psychology and Educational Studies, 9(4), 1307-1327.
Schmid, A. & Korenova, L. (2024). Enhancing Geometry Learning with GeoGebra: A Study. European Conference on e-Learning. 23. 487-495.
Scippo, S., Madiai, S., & Cuomo, S. (2025). Digital Tessellation for Geometry Learning in Primary School: A Quasi-Experimental Study. Journal Of Information Technology Education, 24, 1-31.
Shadaan, P., & Leong, K. E. (2013). Effectiveness of Using GeoGebra on Learners' Understanding in Learning Circles. Malaysian Online Journal of Educational Technology, 1(4), 1-11.
Sulianto, J., Sunardi, S., Anitah, S. & Gunarhadi, G. (2020). Classification of Learner Reasoning Skills in Solving Mathematics Problems in Elementary School. JPI Jurnal Pendidikan Indonesia, 9 (1), 95.
Suparman, S., Marasabessy, R., & Helsa, Y. (2024). Fostering spatial visualization in GeoGebra-assisted geometry lesson: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 20(9), Article em2509.
Thomas, A. O., & Adebowale, A. M. (2023). Geogebra Software: Synergy That Improves Performance in Geometry Learning in Ogbomoso Education Zone of Oyo State. African Journal of Education and Practice, 9(4), 1–14.
Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational technology research and development, 65(3), 555-575.
Uwurukundo, M. S., Maniraho, J. F., & Tusiime Rwibasira, M. (2022). Effect of GeoGebra software on secondary school learners’ achievement in 3-D geometry. Education and Information Technologies, 27(4), 5749-5765.
Yunianto, W., Jarvis, D., Lavicza, Z., Putra, Z. H., & El-Bedewy, S. (2025). Primary school learners’ problem-solving strategies in creating artworks with GeoGebra: Integrating computational thinking skills into mathematics and visual arts lessons. LUMAT: International Journal on Math, Science and Technology Education, 13(2), 1-1.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Technology in Education Science
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the journal, the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
