Abstract This paper analyzes the role of personalized digital tools in modern mathematics teaching. The focus of the research was on determining how high school students use digital tools for learning, how much they help them understand the material and what attitudes they have towards their use in class. The research was conducted by surveying a sample of 225 students from different grades of high school. The results showed that digital tools are most often used outside the classroom that the use of simple tools such as YouTube and PhotoMath dominates, while tools that enable deeper understanding and interactive learning are less represented. Students showed a moderate level of motivation and recognition of certain advantages of digital tools, but also pointed out important disadvantages, such as misunderstanding of procedures and technical limitations. Based on the results and analysis, the paper offers guidelines for improving the teaching of mathematics through purposeful, personalized and digitally supported teaching.
Carević et al. (2026) studied this question.