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With the use of a variety of digital tools, services, and applications to enhance the learning environment, technology is now deeply interwoven within the educational process. Technological, pedagogical, and content knowledge (TPACK) model was used as a lens to evaluate GeoGebra’s potential and limitations in the teaching and learning of Limits and Continuity of Functions. Intact classes were assigned as experimental and control groups purposively. The study subjects were 252 students and 78 mathematics teachers. The Limits and Continuity of Functions Achievement Test and the Advanced Mathematics Teachers’ Survey were the two data collection instruments. The findings revealed significant differences in conceptual knowledge (t df = -11.46, p > .05) and procedural knowledge (t df = -11.027, p > .05) between control and experimental group. The output lacks detailed instructions, drawing out some functions requires other content knowledge which is not covered by packages of GeoGebra like the graph of discontinuous functions is not automatically represented in a correct manner are some limitations heighted in this study. Results show the necessity of including GeoGebra in the teaching of Limits and Continuity of Functions.
Munyaruhengeri et al. (Sun,) studied this question.