This study investigated the effects of the Geoboard on learners� understanding of geometric theorems. The study employed a qualitative research design. The study was conducted in two secondary schools. Twenty five participants were selected randomly from each of two conveniently selected secondary schools. Four focus groups were eventually established, two from each school. All 50 participants were taught geometric theorems using the Geoboard for two weeks. The data were analysed using thematic analysis. The results revealed that Geoboards improved learners� understanding of geometric theorems, especially understanding the geometric terminology and reasoning.

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