The Effectiveness of Dynamic Mathematics Software on Creative Thinking Ability in Mathematics Learning Applications: A Meta-Analysis Study

Abstract

This meta-analysis investigates the effectiveness of Dynamic Mathematics Software (DMS)—including GeoGebra, Cabri Geometry, and Desmos—on students’ mathematical creative thinking. A systematic search and selection process identified 20 eligible studies published between 2015 and 2024, which were synthesized using a random-effects model with Hedges’ g as the effect size metric. The findings demonstrate that DMS has a significant and consistent impact, with an overall mean effect size of 0.69 (95% CI = 0.61–0.77; p < 0.001), categorized as a large effect. Moderator analyses indicated no significant differences in outcomes based on research year, educational level, or type of digital technology employed. These results suggest that the effectiveness of DMS-based learning depends more on instructional strategies and teacher competence than on the specific software or student level. Publication bias assessments, including funnel plot analysis and Rosenthal’s Fail-Safe N (FSN = 58), confirmed the robustness of the findings. In summary, DMS provides strong and reliable benefits for fostering students’ mathematical creativity, offering empirical support for innovative pedagogical practices and educational policy development in the digital era.