This research aims to reveal the topic of “The Effectiveness of Technological Innovations in developing Mathematical Connections Skills among Preparatory Stage Students.", where the researcher has adopted the experimental method by using the quasi- experimental design with two equivalent groups, one of the them was formed as an experimental group (It is the group that studies the unit through the use of technological innovations) , The other is the control group (The group that studies the unit in the usual method) , the study sample consisted of (66) students, they were selected from the first preparatory class from Alamir  Preparatory School for boys (1), Elkhusus Education Administration in the Governorate of Kalyobiya - for the academic years (2021-2022), where the sample was distributed according to the following:- Experimental Group: its number was (32) students, where the research experiment was applied to them, as they studied the content of the prescribed unit through their use of technological innovations (Integrated Education), and Control Group: their number was (34) students, as they studied the same unit determined by the method followed in teaching mathematics.
The measurement tool were (mathematical Connections skills test), where the measurement tool were applied to each of the two research groups with Pre and Post measurements, followed by statistical data processing.
The results of the research concluded that there was a statistically significant difference at the level of significance (0,05) between both of the mean averages of the two groups:  Experimental and Control groups in the Post measurement of mathematical Connections Skills test, its measurements were  in favor of the experimental group, the current research is characterized by  effectiveness (Modified Blake's Gain Ratio ≤  1,2) In developing the mathematical Connections skills of the experimental group students.
In light of the mentioned results, this study recommends an expansion of  lessons design based on learning through technological innovations in order to support the various curricula of study for the different study stages, this is accompanied by training mathematics teachers on the use of integrated learning through holding training courses under the auspices of the Ministry of Education to overcome the dilemmas and difficulties that a teacher may face during the educational process as well as increasing the number of learning resource rooms or laboratories, and fully equipping them for integrated learning.