In the teaching of the subject of Mathematics and in particular, in the teaching of the linear function f(x) = ax + b, the use of Microsoft Office Excel programme ( 1st grade of Eniaio Lykeio/ Unified upper-secondary school) equally facilitates both participants of the learning process, as the particular programme is incorporated in the context of the learner-centered educational procedure. Within the framework of this point of view and with the aim of effectively compiling the syllabus, the application of twelve (12) basic principles hinging on the active participation of learners in mutual cooperation, is considered necessary. Selfevaluation and the need to establish specific incentives and set concrete aims and objectives constitute indicative examples of basic principles. Within the frame of the afore-mentioned educational principles, it is suggested that the class is divided in groups of 2-3 students and new technologies are implemented, with the ultimate goal to clarify and comprehend concepts and applications relevant to the subject. Criteria for the design of such an activity are the exploitation of learners’ background knowledge and experience as well as the experimental involvement in new teaching practices. As prerequisites, we pose the formulation of conjectures and conclusions and the ‘depenalization’ of errors in the mind of learners.

In the teaching of the subject of Mathematics and in particular, in the teaching of the linear function f(x) = ax + b, the use of Microsoft Office Excel programme ( 1st grade of Eniaio Lykeio/ Unified upper-secondary school) equally facilitates both participants of the learning process, as the particular programme is incorporated in the context of the learner-centered educational procedure. Within the framework of this point of view and with the aim of effectively compiling the syllabus, the application of twelve (12) basic principles hinging on the active participation of learners in mutual cooperation, is considered necessary. Selfevaluation and the need to establish specific incentives and set concrete aims and objectives constitute indicative examples of basic principles. Within the frame of the afore-mentioned educational principles, it is suggested that the class is divided in groups of 2-3 students and new technologies are implemented, with the ultimate goal to clarify and comprehend concepts and applications relevant to the subject. Criteria for the design of such an activity are the exploitation of learners’ background knowledge and experience as well as the experimental involvement in new teaching practices. As prerequisites, we pose the formulation of conjectures and conclusions and the ‘depenalization’ of errors in the mind of learners.