The integration of Interactive Digital Technologies (IDT) into mathematics education has fundamentally altered the pedagogical landscape. This study explores the impact of dynamic software on the development of algebraic thinking in secondary education. Unlike traditional methods that focus on rote memorization and manual computation, IDT emphasizes visualization, pattern recognition, and conceptual abstraction. Through a qualitative and quantitative experimental analysis, this paper demonstrates how digital tools serve as cognitive scaffolds, enabling students to transition from arithmetic operations to abstract algebraic reasoning. The findings suggest that interactivity promotes higher-order thinking and reduces cognitive barriers associated with symbolic manipulation.

Algebraic Thinking, Educational Technology, Pedagogy, Cognitive Load Theory, Visualization, Digital Learning Environments.

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