Abstract
The rapid integration of digital technologies into mathematics education has intensified students’ reliance on external tools for solving academic tasks. This study examines the impact of step-by-step digital solvers on the development of mathematical problem-solving skills among upper secondary school students. The purpose of the study is to investigate the relationship between students’ use of digital problem-solving tools and their performance on routine and non-routine mathematical tasks in Grade 10. The research employed a quasi-experimental repeated cross-sectional design and was conducted from 2023 to 2025 in a Kazakh-language general education school in Astana. The sample comprised 114 Grade 10 students divided into experimental (n = 56) and control (n = 58) groups. Data were collected using a diagnostic mathematics test consisting of routine and non-routine tasks, as well as a questionnaire measuring the frequency of digital solver use. Quantitative analysis included independent samples t-tests and correlation analysis. The results indicate no statistically significant differences between the groups in routine problem-solving tasks (p > 0.05). However, the control group demonstrated significantly higher performance on non-routine tasks (p < 0.001), with a large effect size (Cohen’s d ≈ 1.00). A moderate negative correlation was identified between the frequency of digital solver use and non-routine task performance (r = −0.42). The findings suggest that while digital tools do not adversely affect procedural performance, excessive cognitive offloading is associated with reduced analytical reasoning and problem-solving persistence. The study highlights the need for pedagogically regulated use of digital technologies in mathematics education.