This article explores studies that investigated GeoGebra integration and its effectiveness in teaching and learning mathematics. The study examines existing studies on how and why GeoGebra enhanced students’ performance; understanding, analytical thinking, generalization, abstract thinking, representation, and logical thinking. By a deep exploration of the main construct of the study, we collected and analyzed 20 studies whose results reported that GeoGebra added values when applied in teaching and learning in different mathematical domains. The reviewed literature identified four domains in Mathematics: Geometry, Algebra, Calculus, and Trigonometry that was studied. The majority of the reviewed studies investigated the integration of GeoGebra in Geometry and few studies were found in other mathematical domains. The literature ascertains that students can explore independently the software and acquire mathematical concepts with minimum assistance from the teacher. The results from the reviewed literature, on the one hand, indicated 16/20 or (80 %) of the studies generally showed that GeoGebra is effective in teaching and learning Mathematics since GeoGebra contributed in enhancing students’ understanding of mathematical concepts and improved students’ interest to learn mathematics. On the other hand, only 4/20 studies or (20%) showed non-effectiveness of GeoGebra since students in both experimental and control groups did not show the difference in their performance after being both given post-tests or an interview. This may indicate that although GeoGebra seems to be largely effective, such effectiveness is dependent on the way it is integrated into the teaching and learning process. Therefore, we recommend that other research should step up investigating why most of the studies were found in the Geometry domain and few in other domains.

This study provides a situation analysis of enrolment and graduation rates between female and male students in public and private higher learning institutions in Rwanda. The study tracked graduation rates of female and male students for nine years (2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)

The paper aims to provide a decolonial critique of dominant global agendas concerning teacher professionalism and to propose new understanding based on the perceptions of a sample of teachers based in Colombia, Ethiopia, India, Rwanda and Tanzania. The paper commences by setting out dominant conceptions of teacher professionalism as they appear in the global literature. The paper then uses Ndlovu-Gatsheni’s (2013) three dimensions of coloniality, namely, the coloniality of power, of knowledge and of being, as a framework for considering the colonial legacy on teacher professionalism and setting out the teachers’ ideas concerning the barriers and affordances to their professionalism. This provides a basis for outlining the teachers’ perspectives on how teacher professionalism may be conceptualised, which is discussed in relation to global conceptions. The main arguments advanced in the paper are that a decolonial lens is helpful for contextualising the perspectives of teachers in the global South; the lived experiences and material conditions of these teachers are often neglected in dominant discourses; it is important to situate the perspectives of teachers in an understanding of local contexts and realities; and, that in contrast to deficit discourses that predominate in the global literature, there is much that can be learned about teacher professionalism from teachers in the global South.

No abstract

No abstract