SAMR Model as Lens to Determine the Teachers' Type of Use of GeoGebra

Teachers often engage with educational apps by focusing on their technical operation rather than their pedagogical potential. This paper investigated the type of use of mathematics apps by teacher-participants in an online training. The SAMR framework was employed to assess the participants’ type of use of technology based on their final project. The data were collected through questionnaires and project submissions. To assess differences between self-reported app integration and observed usage in instructional design, a Mann-Whitney U test was conducted. A Spearman correlation analysis was also used to examine the relationship between prior experience and the level of technological integration, as categorised by the SAMR framework. Findings suggest that teachers with previous experience using mathematics-focused apps demonstrated a stronger capacity for integration, particularly with GeoGebra. Those who reported using subject-specific tools tended to apply them as direct substitutes for traditional methods, while those using general-purpose software leaned toward presentation-focused applications. However, the SAMR classification of the final GeoGebra projects showed no significant correlation with prior technological experience or the frequency of app use in teaching before the training.