Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Israel Yeukai Marange; Benjamin Tatira

doi:10.29333/ejmste/14629

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Israel Yeukai Marange ¹ , Benjamin Tatira ¹ ^*

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¹ Walter Sisulu University, Mthatha, SOUTH AFRICA^* Corresponding Author

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.

Keywords

GeoGebra
in-service mathematics teachers
technology integration
gender dynamics
TPACK

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 6, Article No: em2457

https://doi.org/10.29333/ejmste/14629

Publication date: 01 Jun 2024

Online publication date: 24 May 2024

Article Views: 136

Article Downloads: 72

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How to cite this article

APA

Marange, I. Y., & Tatira, B. (2024). Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2457. https://doi.org/10.29333/ejmste/14629

Vancouver

Marange IY, Tatira B. Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development. EURASIA J Math Sci Tech Ed. 2024;20(6):em2457. https://doi.org/10.29333/ejmste/14629

AMA

Marange IY, Tatira B. Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development. EURASIA J Math Sci Tech Ed. 2024;20(6), em2457. https://doi.org/10.29333/ejmste/14629

Chicago

Marange, Israel Yeukai, and Benjamin Tatira. "Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 6 (2024): em2457. https://doi.org/10.29333/ejmste/14629

Harvard

Marange, I. Y., and Tatira, B. (2024). Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2457. https://doi.org/10.29333/ejmste/14629

MLA

Marange, Israel Yeukai et al. "Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 6, 2024, em2457. https://doi.org/10.29333/ejmste/14629