Many higher-level skills, such as reasoning, have become intertwined with digital conditions and have become prerequisites for success. Therefore, the study determined student opinions on the impact of an innovative technology-supported educational application aimed at developing digital mathematical reasoning skills and mathematical achievement. Designed as a qualitative action research study, data on student opinions obtained through focus group discussions at the end of the application process. Eight students (four girls and four boys) selected from among the year 7 students participating in the application and interviewed. The data obtained through audio and video recordings evaluated using content analysis and interpreted by separating them into themes, codes, and categories. The results showed that, in addition to the students' satisfaction with the application, it also had an impact on their reasoning skills, technological skills, mathematical perspectives, areas for improvement in the application, and mathematical practices. The responses indicate that the application is highly effective in teaching and that the intensive use of digital technology in mathematics education positively affects mathematical achievement and digital reasoning skills.
Özçelik et al. (Wed,) studied this question.