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Teachers believed that GeoGebra was a fun mathematics software to use and valuable in conceptualisation and visualisation of mathematics concepts. The study concludes that teachers are enthusiastic in using GeoGebra and other technological tools.

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The key finding was that there is a need to strengthen professional development of teachers in the integration of GeoGebra. The study appreciates that teachers are crucial in the actual integration of any technology including GeoGebra and hence focuses on exploring their perceptions in the usage of GeoGebra. The interviews were transcribed, coded and designated into worthwhile themes. Using interpretivism, the researchers listened to the views, opinions and understanding of teachers in the integration of GeoGebra during the semi-structured interviews and non-participant observation of the four purposively selected teachers from four high schools in Bojanala district in North West province in South Africa. This qualitative study explores teachers' perceptions on their exposure to using GeoGebra in the teaching of mathematics in South African high schools. Integration of GeoGebra is one of the proposed intervention strategies in addressing the challenges in mathematics education. Accounting student-teachers need continuous support in the integration of the learner-centred approach to cushion them from the adverse effects of falling behind in the contexts that require high skills.

The findings reveal that simulationbased learning leads to effective learning as it provides a platform to practise the integration of a learner-centred approach in teaching accounting during WIL.

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Classroom observations and Free Attitude Interviews (FAI) were used to generate data from the experience of student-teachers, and data were analysed and interpreted using Critical Discourse Analysis (CDA). Findings were reported on five accounting student-teachers placed in three schools for WIL, three experienced accounting teachers and an accounting subject advisor through Participatory Action Research (PAR). However, during WIL, accounting student-teachers are assigned to mentors that have an inadequate grounding in the learner-centred approach, thus leading the student-teachers to resort to the use of the traditional teacher-centred approach. Instead, they are taught to assist learners in discovering new knowledge, skills and changed attitudes towards the subject. Accounting student-teachers are trained not only to transfer subject content knowledge and skills while studying to become accounting teachers.

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This paper examined the use of simulation-based learning to prepare accounting student-teachers on how to teach through the learner-centered approach during work-integrated Incorporating the ICT tools mentioned above for teaching and learning mathematics has positively impacted students' achievement in mathematics. This study also demonstrates the importance of these ICT tools in promoting mathematics teaching and learning from elementary school to the university level. Based on the literature available, this study found that GeoGebra, Google SketchUp, and Microsoft Mathematics are excellent ICT tools for visualizing mathematical concepts, creating 3D models, and discovering solutions and graphical representations of more complex mathematical concepts and/or illusions. This study examines the role of ICT tools in mathematics and their features and importance in promoting meaningful learning in mathematics. On the contrary, ICT development in Nepali classrooms (from elementary school to university) moves glacially. Mathematical illusions and concepts can be more easily visualized and understood with the help of information and communication technologies (ICT).

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