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Technology has been proven useful to support and transform teaching and learning. It is helping students to understand, perform, learn and explore calculations in mathematics to enhance students’ understanding, knowledge and visualization. Simultaneous equations are very are important in computations for analysis or to find solutions quickly of these equations, thus, increases the understanding in the subject. The 21st century has added a number of enhancements and impediments to teachers and students. The hyper-connected digital environment requires manifold decisions on the part of educational stakeholders. This quasi-experimental study with non-equivalent control group post-test only design was administered to explore the effect of free software called ‘Symbolab Calculator’ in teaching simultaneous equations on students’ conceptual understanding at the elementary level in Pakistan. A total of 66 students of a private school participated in the present study. They were assigned into experiment and control groups. One group was taught simultaneous equations with Symbolab Calculator whereas the other group underwent learning with conventional way. Participants’ mathematics achievement was measured using post-test at the end of intervention. Independent sample t-test was based on the syllabus of Oxford Cambridge Mathematics book. The findings of the study clearly revealed that the use of the Symbolab for teaching simultaneous equations was more effective as compared to a traditional method of teaching. Hence, the test scores showed that there was a significant difference in mathematics achievement. The results of the present study are expected to benefit schools, colleges, universities and teachers that are looking for the innovation in math education.