Original Research

The potential of teacher development with Geometer’s Sketchpad

Gerrit Stols, Andile Mji, Dirk Wessels
Pythagoras | Issue 68 | a63 | DOI: https://doi.org/10.4102/pythagoras.v0i68.63 | © 2008 Gerrit Stols, Andile Mji, Dirk Wessels | This work is licensed under CC Attribution 4.0
Submitted: 10 October 2008 | Published: 10 October 2008

About the author(s)

Gerrit Stols, University of Pretoria, South Africa
Andile Mji, Tshwane University of Technology, South Africa
Dirk Wessels, University of Stellenbosch, South Africa

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In this paper we document the advantages of utilising technology to enhance teachers’ instructional activities. In particular we showcase the potential and impact that the use of Geometer’s Sketchpad may have on the teaching and learning of geometry at school. A series of five, two-hour teacher development workshops  in which Geometer’s Sketchpad was used were attended by 12 Grade 11 and 12 teachers. The findings revealed that teachers had a better understanding of the same geometry that they initially disliked. This finding was supported by a quantitative analysis which showed a positive change in the understanding of and beliefs about geometry from when the teachers started to the end of the workshops.


Geometer’s Sketchpad;


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