The Effect of Digital Visualization Tools on Understanding of Non-Linear Functions in Advanced Algebra: A Mixed Methods Study in Georgia Schools, USA
Abstract
This mixed methods study investigated the impact of digital visualization tools (Desmos and GeoGebra) on high school students’ understanding of non-linear functions in advanced algebra. A sample of 120 students from three high schools participated in a quasi-experimental design with pre- and post-assessments, supplemented by qualitative interviews. Results indicated that students using digital visualization tools demonstrated significantly higher achievement in understanding quadratic (p < 0.001), exponential (p < 0.001), and rational function transformations (p < 0.001) compared to traditional instruction methods. Qualitative findings revealed enhanced conceptual understanding, improved visualization skills, and increased engagement with mathematical concepts. These findings suggest that digital visualization tools are effective pedagogical instruments for teaching non-linear functions in advanced algebra curricula.