Teacher as a designer of learning experiences: Using GeoGebra to support visualization in geometry teaching

Abstract

This paper presents the use of GeoGebra as an innovative digital tool for improving the understanding of geometric concepts in primary education. Relying on Van Hiele’s theory of geometric thinking, the paper illustrates how GeoGebra supports the development of students’ geometric reasoning through dynamic visualization and exploration activities. Selected classroom examples demonstrate that GeoGebra facilitates clearer visual representations of abstract concepts, supports informal deductive reasoning, and reduces the technical demands on teachers. The paper concludes that GeoGebra represents an effective and practical innovation in geometry teaching, benefiting both students’ learning and teachers’ instructional practice.