Mobile devices are characterized by attractive advantages, and provide broad benefits in the university students' math teaching. Our study proposes integrating the Mobile Applications in teaching geometry. Findings of the researches showed that students face difficulties in learning geometry. The material and virtual maneuvers may assist the university students in learning and understanding geometry easily. In this research, we investigated the effects of Mobile Applications (GeoGebra and Sketchpad) on the Students' Achievement. In this concern, we prepared the educational materials, achievement exams and worksheets according to the university curriculum. And they were applied on the students. This quasi-experimental study was applied on 105 students. The results showed that the use of Sketchpad and GeoGebra facilitated the students' understanding of the geometry concepts. Furthermore, the results showed that GeoGebra had more effect than Sketchpad on the students' learning.

<p>This study aims to investigate the effect of slow-motion videos use on the 8^th graders' achievement in geometry, and identify the students' views about the slow-motion. The study was carried out in a quasi experimental environment on 74 eighth graders of two different classes. One of the classes was designated as the experimental group (n=38). The other class (n=36) were designated as the control group,. The results showed that the achievement level of the students who attended the geometry lessons using the slow-motion mode was higher than those who attended the traditional method lessons. Furthermore, the results showed that the experimental group students found that learning through slow-motion was: information, Easy understandable,<strong> </strong>Beneficial,<strong> </strong>instructive,<strong> </strong>Stimulating, enjoyable,<strong> </strong>Very creative .</p>

The study aimed to identify effectiveness of animation on fourth basic grade students in mathematical concepts acquisition in numbers unit and processes of addition and subtraction of mathematics book. Study sample consisted of (60) students of fourth grade students in Al-Ssaedeen primary school in Mafraq city, students were distributed in a simple random way in two groups, the first one experimental group consisted of 10 boys and 15 girls, the other, control group consisted of 10 boys and 14 girls, experimental method was used. In order to achieve study objective, after ascertaining of its validity and stability, Researcher used a test consisted of (20) paragraphs in final form. The study results showed that there were statistically significant differences in mathematical concepts acquisition of fourth basic grade students in experimental group according to the teaching method, for the experimental group which was studied using animation, results also showed that there were not statistically significant differences on fourth basic grade students in mathematical concepts acquisition according to sex variable, gender interaction, and teaching method. In light of study results, Researcher recommended adopting teaching by using animation in mathematics teaching for students of basic grades because of its effect in mathematical concepts acquisition, designers of the mathematics curriculum at the Ministry of Education urged to include animation in mathematics curriculum. As well as conducting similar studies and research on animation effectiveness use in mathematics teaching to be applied on other stages of study.