As a significant tool to integrate information technology and education, dynamic mathematical software (DMS) has been widely concerned in recent years. However, how to better apply it to instruction practice deserves further exploration. Thus, we adopted the meta-analysis method to analyze the DMS-based experiments published between 2000 and 2020. A three-level meta-analysis of data from 107 studies involving 10,507 participants and 138 effect sizes revealed a moderate effect size (d = .632, 95% CI = [.550, .713]). Moreover, moderator analyses showed that: (1) cultural background had significant moderating effects; (2) students performed better on near-transfer tests than far-transfer tests; (3) DMS used by students independently had better effects; (4) intervention duration had significant moderating effects; (5) some of the above significant moderating effects were unique after controlling for others. Overall, our findings suggest that DMS has positive effects on students’ performance and teachers should be meticulous in designing their teaching plans.

中文翻译：

---

动态数学软件对学生成绩的影响：三级荟萃分析

动态数学软件(DMS)作为信息技术与教育融合的重要工具，近年来受到广泛关注。但如何更好地将其运用到教学实践中值得进一步探索。因此，我们采用荟萃分析方法来分析 2000 年至 2020 年间发表的基于 DMS 的实验。对涉及 10,507 名参与者和 138 个效应大小的 107 项研究的数据进行三级荟萃分析，结果显示中等效应大小（d = . 632, 95% CI = [.550, .713]）。此外，调节分析表明：（1）文化背景具有显着的调节作用；(2) 学生在近转测试中的表现优于远转测试；(3)学生自主使用DMS效果较好；(4)干预持续时间有显着的调节作用; (5)上述显着调节效应中的一些在控制其他效应后是唯一的。总的来说，我们的研究结果表明，DMS 对学生的表现有积极的影响，教师应该精心设计他们的教学计划。