Abstract
The purpose of this study is to compare traditional and digital methods of teaching sections of cubes and rectangular prisms, with a focus on the development of students’ spatial reasoning. The study employed a quasi-experimental design involving 50 tenth-grade students divided into control and experimental groups. The experimental group used GeoGebra, while the control group followed traditional instructional methods. The results showed that the accuracy of section construction improved by 30% in the experimental group, compared to 10% in the control group. In addition, students’ spatial thinking scores increased from 65% to 85% in the experimental group, whereas only a slight improvement was observed in the control group. The findings indicate that the integration of digital tools enhances spatial visualization and supports deeper conceptual understanding. The study proposes a methodological framework combining traditional instruction with digital visualization and problem-based learning to improve geometry teaching.