This study investigates the perceptions and experiences of mathematics teachersregarding the implementation of digital tools, particularly GeoGebra, in their teachingpractices. Aligning with the Swedish National Agency for Education’s emphasis ondigital competence, the research aims to explore how these tools are perceived andutilized by math teachers to enhance learning and meet contemporary educational needs.A mixed-methods approach was employed, integrating quantitative survey data withqualitative responses from open-ended questions to provide a comprehensiveunderstanding of teachers’ views.

The primary research question focuses on how mathematics teachers perceive and usedigital tools for teaching geometry and graphs, and what measures can be taken toimprove the integration of these tools based on their technological, pedagogical, andcontent knowledge (TPACK). The survey collected data from a broad sample of mathteachers across Sweden, examining the frequency and types of digital tool usage, as wellas teachers self-reported comfort and effectiveness in using these tools. Additionally,open-ended questions captured detailed insights into teachers’ personal experiences,challenges, and perceived benefits of integrating digital tools.

Findings indicate that teachers generally perceive digital tools like GeoGebra positively,recognizing their potential to make abstract mathematical concepts more accessible andengaging for students. However, challenges such as technical issues, resistance to newtechnologies, and insufficient professional development were identified. The studyemphasizes the need for ongoing, high-quality professional development that combinespractical training with theoretical knowledge, enabling teachers to effectively incorporatedigital tools like GeoGebra into their teaching Addressing these challenges throughtargeted professional development and improved technical infrastructure is crucial forsupporting teachers in utilizing digital tools to enhance mathematics instruction. Futureresearch should focus on developing specific training programs to strengthen teachers’TPACK competence and evaluating the long-term impacts of digital tool integration onstudent learning outcomes.