Transforming Mathematics Instruction in the Gambia: The Role of GeoGebra in Improving Teaching and Learning Outcomes

This paper researches how digital technologies, especially GeoGebra in The Gambia, can transform the teaching and learning processes of mathematics. The study synthesizes the evidence related to the topic of GeoGebra use in mathematics education to determine the effectiveness of GeoGebra in addressing persistent issues in mathematics education, including abstract conceptualization, limited interaction with students, and teacher-centered teaching practices.
The results indicate that GeoGebra enhances conceptual learning of students significantly due to the dynamism and the interactive learning environment that GeoGebra provides to students and encourages them to explore and engage in the learning process. It also helps in development of higher-order thinking skills that includes problem-solving, logical reasoning, and critical thinking, which leads to better academic performance. Moreover, its incorporation supports a pedagogical transition between the conventional lecture-based teaching and inquiry-based and student-centred learning methods. Nevertheless, the research observes that there are a number of obstacles to successful implementation, especially in resource-constrained settings such as The Gambia. These are poor technological infrastructure, low access to online materials and inadequate training of teachers. The research concludes that although GeoGebra has a great potential to transform the way mathematics is taught, it cannot be successfully implemented without context-sensitive approaches, long-term investments in educational infrastructure, and ongoing professional development of teachers.

GeoGebra; mathematics teaching, conceptual understanding, student interaction, The Gambia

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