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AbstractGetting students to appreciate the meaningfulness of the procedural steps in a mathematics problem solution, in addition to understanding the deeper concept presented, have seen many flavors of e-learning solutions over the years. This piece of research attempts an approach which involves a graphical user interface, which asserts minimal distracting and potentially discouraging add-ins, and which does not depart significantly from the familiar mathematics experience, but yet offers an environment where meaningful interaction and support are facilitated, making that experience more productive and engaging. This learning resource does not seek to replace the physical, emotional and motivational classroom student – teacher relationship, but rather it serves as an aid in the multidimensional learning space. The software created involves a repository of Algebra questions, a particular group of which would deal with various aspects of a specific problem. This technique is employed to address the procedural knowledge issues. The questions are randomly selected and presented to the user at the various difficulty levels. A graph drawing/point plotting tool, natural mathematics responses to questions, hints and full question solutions, incorporating graphical illustrations to support spatial cognition, are some of the learning tool’s key features. Further, a scoring system and a timing system are implemented. With the timing system, there is a risk that, students, in an attempt to save time, may avoid using the hints, examples and the graphing tool made available, which are directed at fostering conceptual understanding, where appropriate, with the use of graphical illustrations. However, initial results from a preliminary study undertaken in our first-year Algebra course, where the software was integrated, revealed that students were not too concerned about time, but rather, they were concern about their scores. Students also expressed appreciation for this new interactive environment. In light of these encouraging initial results, further editing and evaluation work is to be completed. Thereafter, a more thorough analysis of the impact of this resource on students’ performance will be undertaken.