https://pubs.ufs.ac.za/index.php/ijer/issue/feed 2025-07-07T14:24:40+02:00 Bunmi I. Omodan (PhD) bomodan@wsu.ac.za Open Journal Systems <p><em>IJER</em> is a double-blind peer-reviewed "open access" journal targeted toward publishing advanced research reports across the fields of education. Articles should provide empirical, conceptual, or theoretical perspectives on current educational issues. Our interest is limited to thought-provoking interdisciplinary debates on education across various interests. IJER prioritises intellectual and global debates on primary, secondary and higher education institutions with no methodological, geographical and ideological limitations. IJER also publishes book reviews, comprehensive reviews of applicable literature, original opinion pieces, and commentaries or analyses of issues within education.</p> https://pubs.ufs.ac.za/index.php/ijer/article/view/1831 2025-03-29T07:14:51+02:00 Abongile Ngwabe angwabe@wsu.ac.za Marc Schafer m.schafer@ru.ac.za

<p> </p> <p>This paper investigates the development of teaching proficiency among preservice teachers in Grade 10 parabola functions through the use of GeoGebra. A significant number of preservice teachers encounter challenges in effectively teaching parabola functions due to limited resources for illustrating complex mathematical relationships, which can impede both their teaching proficiency and the students' conceptual understanding. The study was conducted at a rural-based university and involved four third-year Bachelor of Education (FET &amp; SP) preservice teachers (PSTs) who were purposively selected. These preservice teachers specialised in mathematics and instructed Grade 10 parabola functions during both microteaching sessions and their teaching practice in rural schools. Prior to their teaching experiences, the preservice teachers received training on the integration of GeoGebra into their lesson plans. Employing an interpretivist paradigm and a case study research design, the study utilised the Technological Pedagogical Content Knowledge (TPACK) framework along with Kilpatrick et al.'s five strands of mathematical proficiency as analytical perspectives. Data were gathered through video-recorded lesson observations and stimulus recall interviews. The findings indicate that GeoGebra significantly enhanced the preservice teachers' proficiency by supporting critical areas of mathematical understanding: conceptual understanding, fluency, strategic competence, and adaptive reasoning. The dynamic visualisations offered by GeoGebra enabled preservice teachers to engage learners more deeply, facilitating a better understanding of parabola functions. PSTs reported improved confidence in their teaching, particularly in using real-time graph manipulation to explain complex concepts.</p>

2025-07-07T00:00:00+02:00 Copyright (c) 2025 Abongile Ngwabe, Marc Schafer