Importance Of Mathematics In Teaching Mathematics

Mathematics is regarded as a way of thinking because of the abstraction of mathematics. We cannot see the process that is happening in the mind and cannot understand the thinking process that is involved while doing mathematics. Learning mathematics is not about providing exercise on rote skills and memorization. It is looking at thinking ability and abilities to apply what they understand to solve a problem. Mathematics is a way of thinking that it requires students to provide good reasoning and proof.

In Malaysia, Mathematics is often perceived as a tough subject among the students. As a result, mathematics teachers in Malaysia are experiencing enormous challenges in the way they teach Maths in school (Cheah, 2008). These challenges starts

(ICT) have become essential tools for teaching and learning mathematics worldwide. ICT tools can also provide students with opportunities to explore different representations of mathematical concepts and allow in making connections both theory and practice. In Malaysia, the use of technology in mathematics teaching and learning has consistently been a major focus in Malaysian Integrated Curriculum for Secondary School (Ministry of Education Malaysia, 2004). Teachers are encouraged to use the latest technology to help students in understanding mathematical concepts in depth and capable to explore the mathematical ideas as an abstract concepts which are vital things in understanding and performing mathematics. However, most mathematics teachers in Malaysia have not learned mathematics via technology tools. The importance of preparing teachers to teach mathematics using appropriate technology has highlighted many research studies (Drijvers et al., 2010; Niess, 2005; Voogt et al., 2013). Learning mathematics with ICT also helps students in learning process and actively control over students’ thinking process when trying to solve the

GeoGebra has many constructive features and is useful in visualizing mathematical concepts (Green & Robinson, 2009, Harizon, 2005, Kamariah, 2010b, Lu, 2008). Utilizing GeoGebra as a teaching tool is not a new thing for foreign countries (Hohenwarter et al., 2008, Lu, 2008). GeoGebra is a free, open source and dynamic mathematics software and is quickly gaining popularity in the teaching and learning of mathematics around the world. It allows instructors to create interactive learning environment to foster experimental and discovery learning for students while visually relating with mat geometry, algebra, and calculus, graphing and statistics. It is a powerful teaching tool for Math teachers. Currently, GeoGebra is translated to 62 languages, used in 190 countries, and downloaded by around 500,000 users in each month, and clearly making an impact on mathematics education in most countries (Lavicza, 2012). There is a need to make teachers proficient in the use of technology in the classroom to improve the quality of math education. However, the use of open source software in teaching and learning mathematics is still can be considered new in Malaysia (Kamariah et al., 2010). Students’ cognitive skills level would be classified according to Bloom Taxonomy. In addition, this study also reflects whether or not the GeoGebra as a tool helps in learning