The past few years have witnessed an increasing integration of dynamic mathematics software, with the most popular being GeoGebra, into mathematics teaching at the middle school level. The interactive tools of GeoGebra help users visualize, explore, and manipulate mathematical models, thus providing an interactive tool for mathematical modeling. However, it is still an open case on how well middle school mathematics teachers can leverage GeoGebra in solving mathematical modeling problems. This study aims to explore teachers' reasoning about the integration of GeoGebra in mathematical modeling tasks as for their pedagogical approaches, challenges, and perceived benefits. Through pertinent literature and previous studies, this work aims at laying down a conceptual framework on how GeoGebra supports the development of conceptual understanding, problem-solving abilities, and engagement in a mathematics class. It also looks into teachers' comfort level with technology and their attitudes toward technology-aided mathematics instruction. The contribution of the findings is expected to be in professional development and in changes in instructional design which are intending to integrate dynamic software more productively in mathematics education.

This research draws upon a qualitative study consisting of semi-structured interviews and classroom observations to explore how middle school mathematics teachers use GeoGebra to handle mathematical modeling issues. The purposive sampling strategy will be adopted to include teachers at various stages of experience in integrating technology into their teaching. Data collection will include interviews focusing on teachers' perspectives, instructional strategies, and challenges related to the use of GeoGebra. In addition, classroom observations will help document teachers' practices and students' participation in modeling activities. Data analysis will employ thematic coding procedures, categorizing emerging themes that relate to teaching strategies, challenges of technology integration, and teachers' perceptions of the effectiveness of GeoGebra. The study will draw comparison with existing frameworks on technology-enhanced mathematical modeling about teachers' approaches. Ethical considerations will be adhered to, maintaining anonymity and confidentiality for all participants. It is expected that the findings will contribute to informing the best practice on how to use GeoGebra to support mathematical modeling in middle school education.

The study's data collection has not been conducted yet; however, based on previous work and theoretical considerations, several potential outcomes are projected. Teachers experienced in technology integration are expected to use GeoGebra more effectively for visualizing and conceptualizing ideas. It may also be found that teachers poorly versed in technology face challenges in integrating GeoGebra lessons smoothly. Possible outcomes might be that GeoGebra engages students and enhances their problem-solving abilities while interacting with dynamic representations of mathematical models. Some teachers, on the other hand, may find it difficult to align GeoGebra activities with curriculum requirements and assessment standards. While other possible outcomes may have been examined, one outcome that could be perceived is that among the major, if not the only, contributors to the successful implementation of GeoGebra skills by teachers are professional development and training. A teacher trained in GeoGebra may feel more confident in implementing it for teaching. The need for specific guidance and resources for GeoGebra implementation in modeling activities may also emerge through the study. Future research needs to provide a verification of the anticipated results through empirical data research. This finding is going to be a great asset in the germination of best practices for integrating GeoGebra into middle school mathematics instruction, thereby benefiting mathematical modeling experiences for teachers and students alike.

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