GeoGebra in Mathematics Education: Bridging Theory and Practice for Sustainable Digital Learning

This study aims to provide a holistic perspective by examining the effects of GeoGebra software in mathematics instruction at both theoretical and practical levels. The research was designed in two phases using a mixed-methods approach. In the first phase, qualitative studies published between 2015 and 2025 were examined through a systematic meta-thematic analysis, resulting in the identification of five main themes: conceptual understanding, learning process, student attitudes, skill development, and limitations. In the second phase, a GeoGebra-supported instructional intervention was implemented with 30 ninth-grade students enrolled in a high school in southeastern Türkiye over a 3 week period (a total of 18 hr), and students’ post-intervention views were collected through semi-structured interviews. The findings indicate a high level of alignment between the themes derived from the meta-thematic analysis and the students’ lived experiences. In particular, GeoGebra was found to make significant contributions to concretizing mathematical concepts, enhancing conceptual understanding and motivation, structuring the learning process, and fostering positive attitudes toward mathematics. However, limitations related to insufficient digital competencies and technical infrastructure were observed to partially hinder pedagogical implementation. Overall, these findings suggest that GeoGebra functions as a dynamic instructional component that supports cognitive and affective processes while fostering meaningful student engagement and agentic learning experiences.