An approach to solving transcendental equations for high school students using technology: A case for curriculum integration

Abstract

This article focuses on assisting teachers and students who face challenges in transcendental equations, opening new horizons for them, and enhancing their perspective on mathematics through the positive influence of technology. In this context, this article presents an approach to addressing challenging mathematical concepts with the help of math apps such as Desmos. In this way, students can enhance their understanding by visualizing solutions that would be difficult to grasp algebraically and broaden their perspectives on challenging questions. Simultaneously, interactive and didactic materials can promote students’ and teachers’ enthusiasm for using digital technology in the educational process. A case study revealed that both teachers and students found the graphing method for solving transcendental equations on Desmos beneficial for enhancing cognitive skills, fostering creativity, and improving teaching quality; therefore, this technique should be more prominently incorporated into the high school curriculum. This study, designed as a case study employing a mixed-methods approach, was conducted during the 2024-2025 academic school year with the participation of 24 twelfth-grade students enrolled at Stirling Girls’ High School in Kirkuk, as well as four mathematics teachers working at the same school. Data were collected through the implementation of questionnaires in addition to classroom activities and interviews. The findings indicate that applying alternative approaches to the teaching of transcendental equations—topics included in the high school curriculum but often given limited emphasis—and supporting these approaches with technology resulted in a significant increase in students’ academic achievement.