Technology has been imposed on today's students since their birth, them being surrounded by computers, tablets and other tools of the digital age. Mathematics is a teaching subject which represents the gratest obstacle to students in their schooling and prejudice against it has existed since the very beginning of schooling. Information and communication technology can make its learning much easier, both to students and teachers. The aim of the paper was to determine if there was a difference in the achievement of the students taught by contemporary GeoGebra classes and traditional classes. By conducting the research and interpreting the results, the GeoGebra program was found to have a significant role in learning of new contents in mathematics, and students have shown progress by working in the contemporary mode of GeoGebra program. It can be said that this program is very convenient in learning maths, especially in geometry, and the students were satisfied with their work in the program, what is confirmed with the results of the survey questionnaires on satisfaction issue.

The basic characteristic of teaching mathematics is an outstanding hierarchical connection of its contents, so it is important to promptly resolve possible ambiguities in understanding and applying mathematical concepts that we observe in students during their learning. In situations when students fail to achieve satisfactory results during regular classes, it is necessary to organize supplementary classes to improve their results as a means of pedagogical intervention. In this paper our goal was to present the planning and implementation of supplementary teaching of mathematics in primary education in Croatia. The results of the empirical part of the research conducted among 198 primary school teachers through the survey showed us how primary school teachers prepare supplementary mathematics classes, i.e. what they consider to be the key aspects in planning. Descriptive analysis, factor analysis, t-test for independent samples, one-way analysis of variance for independent samples and correlation analysis were used in the data analysis. Results showed that teachers understand the importance of involving students with different types of difficulties and the adaptation of teaching methods during supplementary mathematics classes. They are aware that students need more help so they involve students? parents. The obtained research results are an incentive for teachers to think when planning quality supplementary classes in order to help each student in need as efficiently as possible.