... When the studies in the literature, which were carried out similar to the study are examined, it is seen that the effect of e-learning and design studies in mathematics teaching have gained weight (Bali et al., 2022;Bringula et al., 2021;Kramarski & Gutman, 2006;Kumari, 2021;Moreno-Guerrero et al., 2020;Mutlu et al., 2019;Ozyurt et al., 2013). In these studies, it has been reported that e-learning developed students improve their problem-solving and strategies (Sacristan, 2017;Kramarski & Gutman, 2006), improve their math manipulatives production (Sulistyaningsih et al., 2019), increase their participation in the lesson, deep learning, attention to the lesson, success, attitude, motivation, creativity, communication, performance, self-efficacy, and self-control (Allen et al., 2004;Bernard at al., 2014;Borba, 2012;Hung et al., 2014;Lin et al., 2017;Mulqueeny et al., 2015;Uzunboylu et al., 2020;Uzel & Ozdemir, 2012;Yaniawati et al., 2020). On the other hand, there are study findings that students are inadequate in terms of ICTs skills, test anxiety and software limitations of mathematical symbols (Bringula et al., 2021;Irfan et al., 2020;Umoh & Akpan, 2014). ...