<![CDATA[Online geometry instruction has been primarily conducted in the context of conventional digital platforms which emphasize content delivery rather than spatial reasoning. Recent research has been reported to demonstrate that limited visual and interactive tools constrain students' numeracy skills and engagement in online mathematics learning. Meanwhile, the present study conducted by the researchers examined the effectiveness of a GeoGebra-integrated collaborative platform in enhancing numeracy skills through structured online learning. This was a quasi-experimental study involving 64 eleventh-grade students assigned into the experimental group (n=32) and the control group (n=32). The experimental group used GeoGebra interactive applets within a three-phase collaborative framework, namely (1) Discussion, (2) Idea, and (3) Conclusion, while the control group received conventional online instruction. Data collection has been conducted through pre-post numeracy tests, systematic observations, and student questionnaires. The numeracy performance of the experimental group has been reported to be significantly higher (M=78.65, SD=9.23) compared to the control group (M=63.37, SD=10.45) with a large effect size (d=1.47, p<0.001). Student engagement has also been reported to increase by 42%, with 79.3% of students achieving collaborative consensus compared to 45.7% in the control group. However, participation patterns in the control group have been primarily characterized by progressive decline across learning phases, while the experimental group maintained balanced engagement throughout the sessions. In contrast, studies that examine how collaborative features within GeoGebra-integrated platforms influence numeracy development in synchronous online environments are still rare. The findings of this study provide educators with a replicable framework for implementing technology-enhanced collaborative learning in online mathematics instruction]]>
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