TEM Journal | 2026
Authors: Jokic M.; Mirkovic B.; Gavric Z.
DOI: 10.18421/TEM152-56
Journal: TEM Journal
Year: 2026
Publisher: UIKTEN - Association for Information Communication Technology Education and Science
Document Type: Article
Open Access: All Open Access; Gold Open Access
Cited by: 0
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. © 2026 Marina Jokic, Bogdan Mirkovic & Zeljko Gavric
absolute value; distance learning; GeoGebra software; multiple representation