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Various features have been found hidden in the Pascal triangle. In this paper, some very well-known properties of the Pascal triangle will be presented, as well as the properties related to different extensions of the triangle, namely the Pascal pyramid. Given that in the textbooks of the tenth grade, respectively in the school, where we realised the research but also in general in other schools, the importance of the Pascal triangle is not at the right level, then in this paper it has been shown very well that many different exercises in mathematics. The purpose of this paper is to look at the difference and importance of explaining mathematical units against units that students do not have knowledge of, namely the explanation of Pascal’s triangle in the efficiency of solutions to various mathematical exercises. This research is mainly based on descriptive and quantitative method, while research instruments are two tests. From the study of Pascal’s triangle, many solutions of problems in mathematics emerged through this triangle, starting from the binomial formula, the extension of the binomial formula, and the combinatorics as well as the probability. So the students realized that Pascal’s triangle enables the solution of all these exercises in an easier and more understandable way and this also came from the results of two tests. Also, the students were open and motivated for the idea of ​​using Pascal’s triangle for other exercises but what now remains for them to find other possible solutions to the exercises through Pascal’s triangle.

In this paper, it is given a generalization of the relation of the repeating decimals which displays the successive terms of the Fibonacci sequence and Pascal's rows. Additionally, two types of fractions that contain successive terms of the Padovan sequence in their decimal representation are given, by reading from left to right and giving numerical illustrations.

In everyday life and mathematics, we often deal with connections and relationships between objects of the same type or different types. Thus, we associate the elements of a community or a set in some way with the elements of the same community (set) or of another community (set). For example, we assign a grade to each student, a price to each commodity, a corresponding number to all pages of a book, and so on. Students learn the functions almost every school year, starting with the seventh grade and so on. There are different ways of explaining functions so that students can more easily understand their meaning in achieving results. In the time we are living thanks to the advancement of technology, we are having the opportunity to search for different ideas on the Internet for the explanation and development of various activities related to daily life. Illustrations greatly influence students to have as much concentration as possible during the lesson and in terms of the implementation of functions. In this paper, we have tried to clearly explain the meaning and application of linear functions as well as their graphical presentation. Also, in this paper we have tried to illustrate with some examples the graphical representation of linear functions, giving different practical techniques through different figures and visualizations. A questionnaire in this paper included 88 seventh-grade students at the school \"Elena Gjika\" city Prishtina, Kosovo. With the help of the statistical test, we have concluded that practical techniques such as illustrations, various visualizations, and practical work are important in learning the function and its graphic presentation.

The most influential books on geometry are those of Euclid called “Elements”. In our century, in addition to classical learning, various interactive software are used in teaching geometry. Among them, we can mention Geogebra. GeoGebra is an interactive math measurement program that consists of teaching and learning from elementary to university level. This software is offered as a pedagogical and mathematical aid tool. GeoGebra helps in teaching math because using this software, students see different mathematical formulas, algebraic and geometric presentations. In this paper, using GeoGebra software, the pedagogical, methodological, and statistical data into teaching circle properties are presented. The study involved 112 students. Of these 40% excellent, 35% average, 25% below average. The research aims to prepare high school students aged 15-18, from grades 1, 2, 3, and 4 in teaching, working, and explaining geometry through Geogebra software. Special emphasis is placed on the circle properties and their presentations. This content includes the district tangent, the potency, the application of the circle in regular polygons with special emphasis on the inscribed, circumscribed circle in the equilateral triangle, and other important properties.

In this paper, we have tried to clearly explain the meaning of fractions and operations with fractions. Also, we have tried to illustrate with some examples how to apply the rules of operations with fractional numbers, giving different practical techniques through different figures, visualization methods, and concretizing problems. The paper presents with examples of the most common mistakes made by students, giving suggestions for their avoidance, as well as through a questionnaire, which considered the survey of 60 students of grade 6 of school, “Elena Gjika” City Prishtina, Kosovo, with the help of the statistical test we have concluded that practical techniques such as figures, visualizations, and video lessons have a close dependence on the meaning and operation of fractions.

This study explores the effectiveness of GeoGebra in enhancing students' understanding of vectors in mathematics education. The research compares traditional teaching methods with the application of GeoGebra to determine its impact on conceptual and procedural knowledge acquisition. Vectors are often challenging for students to grasp due to their abstract nature and frequent use in physics rather than mathematics itself. This study investigates how visualization and interactivity through GeoGebra can facilitate comprehension. The research was conducted in two primary schools, where one group of ninth-grade students was taught vectors using the classical approach, while another group utilized GeoGebra. Findings indicate that students who learned with GeoGebra demonstrated a better conceptual and procedural understanding of vectors, improved problem-solving abilities, and higher engagement levels compared to those taught with conventional methods. The study also highlights challenges such as the availability of technology, teacher training, and implementation scalability, which can impact the effectiveness of digital tools in education. The results suggest that integrating GeoGebra into mathematics instruction can significantly enhance students' learning experiences. However, broader accessibility and teacher training are essential for its successful implementation. Future research should explore the long-term impact of digital learning tools in mathematics education and their application across different educational contexts.