Abstract:
This paper presents a case study of 85 pre-service mathematics teachers from the University of Cape Coast, Ghana; who enrolled in an instructional technology mathematics course to develop competencies in teaching mathematics using the GeoGebra software which was being introduced to them for the first time. The study focused on an in-depth investigation of the pre-service teachers‟ perceptions and use of GeoGebra in teaching mathematics. Questionnaire, interviews and lesson artefacts developed by the teachers were the data sources of the study. Descriptive, t-test and effect size statistics were used to analyse the quantitative data whereas the interview data and lesson artefacts were analysed qualitatively. Statistical analysis confirmed that the use of the GeoGebra helped pre-service teachers expand their own understanding of mathematical concepts as well as their knowledge of Instructional strategies. The study also indicated that two perceived barriers; lack of awareness of the GeoGebra software and time constraint in designing GeoGebra lessons hinder pre-service teachers‟ use of the tool. That notwithstanding, the pre-service teachers‟ perceived developed attitudes and pedagogical views on the use of GeoGebra point to its potential as an instructional tool in developing their experiences in technology integration within an initial teacher education programme in Ghana.
