Devising VIMATE Framework to Assess the Impact of Visualization Tools on Geometric Reasoning and Problem-Solving Skills

Traditional instructional approaches often fail to engage students and solidify conceptual understanding. This study proposes the VIMATE (Visualization Impact on Mathematical Transformations Assessment in Education) framework and introduces a novel empirical approach for evaluating the role of visualization tools in enhancing student comprehension of geometric transformations. In order to conduct this analysis, an original dataset was obtained from 300 high school students. The VIMATE framework involves several components of the research and is complemented by a literature review and meta-analysis of selected mathematical software platforms, such as MATLAB, Mathematica and GeoGebra, and quasi-experimental student assessments, as well as, questionnaires capturing the teachers’ and learners’ opinions. The overall aim of this approach is to fill major gaps in the prior research by offering an integrated methodology to objectively evaluate these visualization instruments on student achievement, reasoning abilities, and problem-solving strategies. The research makes four pivotal contributions by presenting the VIMATE framework as the methodological approach for assessing the use of educational technology in teaching practice.