This study highlights the benefits of using dynamic geometry software (DGS) in mathematics education. It first reviews the role of information technology in different curricula and how it can be conducive to learning mathematics, especially algebra and even functions. Hooper and Rieber’s [19] three instructional principles and Keller’s [24] Attention, Relevance, Confidence and Satisfaction motivational design model are integrated to provide a framework for lesson design. A case study incorporating using of the GeoGebra software in a Secondary Four algebra lesson on translating functions is then described. The students’ pre- and post-lesson performance, and their attitudes towards using technology in mathematics lessons after the computer assisted learning task, were measured to quantify the effects of the lesson.

information technology, translation, functions, GeoGebra, dynamic geometry.