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The impact of dynamic geometry software on creating constructivist learning environmentÜstün, Özge NurluThis chapter aims to review the ways that digital technologies may impact learning geometry. To be more focused, Dynamic Geometry Software (DGS) is investigated as an assistant digital in the classroom for discussing the impact of learning geometry. Particularly, it is discussed whether DGS may have an effect on some knowledge accession skills suggested by constructivists approach. The chapter indicates that DGS has positive impacts on providing a constructivist classroom learning environment. Even though there is much research indicating the positive impacts of DGS in providing an environment shaped by the constructivist approach, some research provides different results. The reasons the results contradict each other could be explained by the prior knowledge, skills, and needs of students; a lack of time for whole class discussions; and insufficiency in the design of DGS applets and worksheets. Therefore, it should be noted that using DGS alone cannot create a learning environment shaped by constructivism. © 2021 by IGI Global. All rights reserved.IGI Global2021Book Chapterhttps://rdlopen.rawdatalibrary.net/r/ebyu/13492https://doi.org/10.4018/978-1-7998-8327-2.ch015978-179988329-6; 978-179988327-2enHandbook of Research on Future Opportunities for Technology Management Educationinfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/bookParthttps://ebyu-rdlopen.rawdatalibrary.net/tr/items/ebyu/13492