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Abstract
The study and teaching of mathematics, particularly in middle school, is one of the most challenging subjects and often a source of student frustration. Teachers continuously strive to make this field more engaging and easier to understand. Middle school mathematics teachers, dedicated to creating a more favourable learning environment, face ongoing challenges, especially when teaching systems of linear equations with two variables and solving word problems. Their concern stems from unsatisfactory student performance, despite their persistent efforts to improve outcomes. This research aims to address these challenges by offering a new approach to teaching systems of linear equations with two variables and word problems in mathematics. Through innovative strategies and advancements in teaching methods, the goal is to enhance students’ understanding and interest in the subject. In doing so, we hope to help middle school teachers have a more positive impact on students’ learning progress and foster a deeper appreciation for mathematics. The study focuses on 9th-grade students at “Pjeter Bogdani” middle school in Pristina, where 103 students participated. The students were divided into three groups, each taught the same topic in different ways. The first group used GeoGebra, the second group used Mathway, and the third group was taught using traditional methods without any software. Based on the results, we concluded that the group using GeoGebra achieved the best outcomes. GeoGebra proved to be the most effective tool for explaining the topic and should be considered for future use in classrooms. In this way, the study guides teachers on choosing a more effective approach among the three methods examined, while acknowledging that other methods and tools may lead to different results.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, Volume 21, Issue 1, February 2026, Article No: em0867
https://doi.org/10.29333/iejme/17836
Publication date: 03 Feb 2026
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