This qualitative study was located within an interpretive paradigm and aimed to explore Grade 11 learners’ perceptions of the use of the Geometer Sketchpad Program when learning proofs in Euclidean Geometry. This paper reflects on research that has been conducted with Grade Eleven mathematics learners in one secondary school in KwaZulu-Natal, South Africa. The study focused on exploring the angle at the center theorem using both the traditional paper and pencil method and the innovative Geometer’s Sketchpad Program. The study was framed within the ambit of social constructivism. Each of the 36 participants in the main study was asked to complete two task based questionnaires at succeeding stages within the research process. Learners were observed while completing the task based questionnaires. Consequently, selected participants were invited to participate in semi-structured individual interviews. The findings demonstrate that learners perceived that the Geometer’s Sketchpad Program was easy to use and easier to understand than the traditional paper and pencil method when working with proofs in Euclidean Geometry. Additionally, learners maintained that the use of the Geometer’s Sketchpad Program motivated and encouraged them to learn and engage with proofs in Euclidean Geometry. Also, learners proposed that the use of the Geometer’s Sketchpad Program improved and enhanced their understanding of proofs in Euclidean Geometry. These findings may be of importance to learners, mathematics teachers and researchers within the field.

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