ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
This article is part of the Research TopicBridging Barriers: Technology Integration in Mathematics EducationView all 5 articles
GeoGebra-Supported Problem-Based Learning for In-Service Primary Mathematics Teachers' 3D Geometry Understanding in a Core Primary Teachers' College in Uganda
Provisionally accepted
- 1Makerere University Department of Science Technology and Vocational Education, Kampala, Uganda
- 2Universitetet i Bergen, Bergen, Norway
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This study examined the impact of a GeoGebra-supported problem-based learning (GSPBL) intervention on in-service primary mathematics teachers' understanding of three-dimensional (3D) geometry. Ninety-two teachers from a Core Primary Teachers' College in Western Uganda participated, selected through purposive sampling. An explanatory sequential mixed methods design combined a pre-test–post-test control group experiment with instructional observations. A paired samples t-test showed that the experimental group's post-test scores were, on average, 4.72 points higher than their pre-test scores (t = –6.565, df = 45, p < .001). An independent samples t-test (Welch's correction) also revealed a significant post-test difference between groups, with the experimental group outperforming the control by 2.53 points (t = 3.780, df = 70.20, p < .001, 95% CI [1.20, 3.86]). Observation data supported these results, indicating greater engagement, collaboration, visualization, and application of geometric concepts. The study concluded that GSPBL significantly improved teachers' understanding of 3D geometry compared to traditional methods. The findings highlight the potential of technology-enhanced instruction to strengthen mathematics education. For in-service primary mathematics teachers, GSPBL offers an effective approach to developing mathematics conceptual understanding. For researchers, it provides evidence of the pedagogical value of GeoGebra as a dynamic geometry tool, and for policymakers, it underscores the need to integrate GSPBL into teacher education, enhance digital infrastructure, and support continuous professional development in technology-supported pedagogy.
Keywords: GeoGebra, GeoGebra-supported Problem-based learning, In-service Primary Mathematics Teachers, Three-dimensional geometry, Core Primary Teachers' Colleges
Received: 30 Sep 2025; Accepted: 13 Nov 2025.
Copyright: © 2025 Kirabo, Batiibwe, Mbulankende and Lie. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Esther Kirabo, estkira2024@gmail.com
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