Abstract

Over the last decades, in the field of education, the finding from research acknowledge the supportive effects of using various types of instructional technologies for improving teaching and learning mathematics. However, having reported some problems like black-boxing of the central concepts within using the mathematical software by researchers and teachers, this paper explores how certain dynamic software act as cognitive tools in the learning mathematical concepts. This brief enlightening revision can contribute teachers to qualify their integration of mathematics dynamic software into their teaching and learning process in the classrooms.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0075
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada