Resumen

The idea of the integration of dynamic geometry and computer algebra and the implementation of open-source software in mathematics teaching underpins new approaches to studying teachers’ thinking and technological artefacts in use. This study opens by reviewing the evolving design of dynamic geometry and computer algebra; teachers’ conceptions and pioneering uses of GeoGebra; and early sketches of GeoGebra mainstream use in teaching practices. This research has investigated English and Taiwanese upper-secondary teachers’ attitudes and practices regarding GeoGebra. More specifically, it has sought to gain an understanding of the teachers’ conceptions of technology and how their pedagogies incorporate dynamic manipulation with GeoGebra into mathematical discourse.