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Vol.15, No.2, May 2026. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Exploring the Effects of Dynamic Mathematics Software on Learning Absolute Value during Distance Learning
Marina Jokic, Bogdan Mirkovic, Zeljko Gavric
© 2026 Bogdan Mirkovic, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 15, Issue 2, Pages 1619-1634, ISSN 2217-8309, DOI: 10.18421/TEM152-56, May 2026.
Received: 15 September 2025.
Abstract:
This paper investigates the effectiveness of using dynamic mathematics software that supports multiple representations in teaching absolute value concepts within a distance learning setting. The study examines whether integrating graphical and algebraic representations can improve students’ performance in solving absolute value equations and inequalities, including tasks involving parameters. The research was conducted with 158 high school (gymnasium) students, who were divided into an experimental group and a control group. The experimental group participated in instruction supported by dynamic mathematics software, while the control group was taught using traditional, algebra-based methods. Analysis of the results indicates that students exposed to the dynamic, multi-representational approach demonstrated higher levels of achievement than those in the control group, with particularly notable differences on more complex parameter-based problems. The results indicate that incorporating dynamic software, including GeoGebra, may support students’ conceptual understanding and contribute to more effective learning outcomes in distance mathematics education.
Keywords – GeoGebra software, absolute value, multiple representation, distance learning. |
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