Abstract
Teaching linear algebra using technology is a didactic recommendation long known in the literature. This study looked at the implementation of a teaching design by a linear algebra teacher, in particular for actions using computer algebra systems (CASs) and dynamic geometry software (DGS) and for the attitudes and reactions of the students. From the analysis of multimodal narratives (MNs) of some classes, roles were identified that can be attributed to the software used, as well as behaviours that can be revealed by users in linear algebra classes. The collected information made it possible to conclude how these software programs can become beneficial tools in the teaching and learning of linear algebra.
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