ABSTRACT
This study examined the experiences of teachers and learners in using GeoGebra for teaching and learning Mathematics at Iloilo City National High School during SY 2024–2025, with the aim of developing an enhancement program. Through in-depth interviews, the study revealed that teachers found GeoGebra to be helpful, innovative, and user-friendly, though they encountered challenges such as limited access to devices, insufficient training, and issues with classroom management. Learners reported increased enjoyment, improved understanding, better collaboration, and more opportunities for exploration, but also faced challenges like limited access to technology, minimal integration into lessons, and lack of familiarity with the tool. The findings highlight the need for an enhancement program to better integrate GeoGebra into Mathematics instruction.
Keywords: Teaching, Learning, Mathematics, GeoGebra, Enhancement Program
INTRODUCTION
Mathematics encourages student engagement, exploration, and independent learning, positioning students as active participants (Cabilan & Peteros, 2023). According to Yanuarto et al. (2025), math education is supposed to build up not only the conceptual knowledge but also the essential skills of the 21 st century, including critical thinking, problem solving and digital literacy, which is essential to students in the modern technological environment.
According to the OECD (2024), mathematics education must equip learners with essential skills for a data-driven, technologically advanced world, including problem-solving, critical thinking, and the effective use of digital tools. Nevertheless, although such guidelines have been put down, there is still a gap in comprehending how these skills can be effectively applied to the classroom by the teachers and learners.
The proposed study would fill this gap by discussing how these skills can be put into practice in teaching mathematics. Many students perceive mathematics as difficult, often due to challenges with problem-solving and visualization (An Evolution of Mathematics Curriculum, n.d). Nevertheless, these challenges are also to be considered as the opportunities to grow and develop mindset. Constructive struggle can be used to empower students and resonate with the research results that mathematics can help overcome problems to address issues in everyday life (Rahman et al., 2023).
The growing access to technology has increased its application in education (OECD Digital Education Outlook, 2023). Therefore, this problem gives sufficient opportunities to mathematics teachers and students to be taught mathematics through the existing ICT tools, including mobile applications.
Besides, the incorporation of technological tools into mainstream mathematics classes facilitates the association between conceptual and procedural knowledge of mathematical concepts as well (Maharjan et al., 2022).
Teachers and learners can explore various sources and approaches to the instruction and education process. There are lessons in our current curriculum that need to leverage the power of technology to teach and learn abstract geometrical visualization and manipulation effectively and efficiently. Visualizing concepts and ideas correctly and effectively have been part of teachers' daily challenges, affecting the transition of learning to students. Such a strategy of the integration of technology is also likely to become the relevant and innovative approach to interactive learning and teaching (Agyei et al., 2021) because integrating technology is already the part and parcel of the daily routine of educators and students.
Additionally, integrating computational thinking and digital geometry enhances students' problem-solving abilities and prepares them for data-rich careers where real-world modeling is essential. Highlighting these advantages can help emphasize the importance of such skills in today's educational policies and practices.
GeoGebra is a widely used tool for teaching and learning math (Muslim et al., 2023). Recent updates include Augmented Reality (AR) tools that let students view 3D math objects in the real world. Iparraguirre-Villanueva et al. (2025) note that this hands-on approach helps students explore shapes from angles that aren’t visible in 2D drawings.
Padilla-Escorcia and García-Rodríguez (2025) point out that GeoGebra allows students to change values and see results immediately, which helps them understand abstract mathematical ideas. Using AR in GeoGebra also makes hard math problems easier to understand by following dual-coding and split-attention principles.
The researcher aimed to define the experiences of teachers and students in teaching and learning mathematics with the help of GeoGebra, which would be used in the development of an improvement program in this research.
This improvement program is projected to have a huge impact on the classroom practice by creating an interactive learning atmosphere that results to better understanding of complex mathematical concepts by students that would eventually translate to better performance of the students.
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