**APA**

**In-text citation:** (Khalil et al., 2019)

**Reference:** Khalil, M., Khalil, U., & ul Haq, Z. (2019). Geogebra as a Scaffolding Tool for Exploring Analytic Geometry Structure and Developing Mathematical Thinking of Diverse Achievers.

*International Electronic Journal of Mathematics Education, 14*(2), 427-434.

https://doi.org/10.29333/iejme/5746
**AMA**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Khalil M, Khalil U, ul Haq Z. Geogebra as a Scaffolding Tool for Exploring Analytic Geometry Structure and Developing Mathematical Thinking of Diverse Achievers.

*INT ELECT J MATH ED*. 2019;14(2), 427-434.

https://doi.org/10.29333/iejme/5746
**Chicago**

**In-text citation:** (Khalil et al., 2019)

**Reference:** Khalil, Muhammad, Umair Khalil, and Zahoor ul Haq. "Geogebra as a Scaffolding Tool for Exploring Analytic Geometry Structure and Developing Mathematical Thinking of Diverse Achievers".

*International Electronic Journal of Mathematics Education* 2019 14 no. 2 (2019): 427-434.

https://doi.org/10.29333/iejme/5746
**Harvard**

**In-text citation:** (Khalil et al., 2019)

**Reference:** Khalil, M., Khalil, U., and ul Haq, Z. (2019). Geogebra as a Scaffolding Tool for Exploring Analytic Geometry Structure and Developing Mathematical Thinking of Diverse Achievers.

*International Electronic Journal of Mathematics Education*, 14(2), pp. 427-434.

https://doi.org/10.29333/iejme/5746
**MLA**

**In-text citation:** (Khalil et al., 2019)

**Reference:** Khalil, Muhammad et al. "Geogebra as a Scaffolding Tool for Exploring Analytic Geometry Structure and Developing Mathematical Thinking of Diverse Achievers".

*International Electronic Journal of Mathematics Education*, vol. 14, no. 2, 2019, pp. 427-434.

https://doi.org/10.29333/iejme/5746
**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Khalil M, Khalil U, ul Haq Z. Geogebra as a Scaffolding Tool for Exploring Analytic Geometry Structure and Developing Mathematical Thinking of Diverse Achievers. INT ELECT J MATH ED. 2019;14(2):427-34.

https://doi.org/10.29333/iejme/5746
# Abstract

One of the reasons to use technology in education is to visualize and explore the insight of mathematics with optimum possibilities. Geogebra gives visual meaning to symbolic ideas along with optimum dynamic possibilities. The purpose of this experimental study was to know about the potential effect of dynamic geometry software on diverse students’ mathematical thinking behavior. For which a sample of forty students (grade-12) of F.G Inter College for Boys Mardan Cantt was selected. On the of their previous grade-11 standardized exams two groups along with their nested factors higher and lower achievers students were constructed. To investigate students’ mathematical thinking basis in the subject of analytic geometry, a model behavior of thinking with its six aspects was constructed on the basis of this model a well-design criterion test was developed for data collection. The six dependent variables were combined together to form the total mathematical thinking in this research study. Further, six week experiments of 22 lessons were prepared and two teaching methods traditional vs DGS (Dynamic Geometry Software) aided instructions were tested for two groups with almost equal statistical background and with the same compatibility in the biological age. Two hypotheses were carried out i.e. Treatment does not significantly affect the higher and low achievers of the two groups in mathematical thinking mean scores. To check the significant effect of the treatment on the students’ overall mathematical thinking variable across the groups, the two-way (ANOVA) was used and analyzed through as statistical tool SPSS. The study findings showed that treatment did significantly affect the higher and lower achievers of the two groups in mathematical thinking mean scores.