This study provides insights into how technology might address curricular deficiencies in the instruction of transcendental equations in Iraq from a comparative viewpoint. It advocates for the integration of digital tools like Desmos with conventional algebraic and graphical methods to improve conceptual comprehension. The mixed-methods case study involving twelfth-grade students and their educators illustrates that visualizing solutions to transcendental equations enhances creativity, cognitive abilities, and student involvement. The results highlight that technology-assisted teaching markedly improves academic performance and instructional efficacy in the classroom. The research promotes the use of new, technology-driven approaches into the secondary school curriculum to enhance mathematics instruction.
Publication Date: 2026-06-15