Abstract

Technology provides a valuable tool for both teachers and students to be propelled to mathematical ideas and perception in new ways. The aim of this study is to explore teachers and student attitudes on the use of dynamic geometry computer software in mathematics classroom. The case study included three mathematics teachers and ninety students from three selected high schools. The participants were selected using convenience and purposive sampling. Data was collected through semi structured interview and student’s questionnaire. The interviews were transcribed, and each transcription was measured with the purpose to explore how dynamic geometry computer software can assist teachers to teaching geometry concepts. The percentage of each questionnaire item was analysed using Microsoft Excel. The findings showed that teachers and students both perceived using dynamic geometry computer software in learning mathematics as a virtuous mode that can motivate students to learn mathematics. Based on the findings the study suggests that mathematics teachers should be trained and use dynamic geometry computer software in teaching and learning mathematics.