In recent decades, some of the weaknesses of secondary school students to learn and even more, to “do” algebra is attributed to approaching and teaching of school algebra. Sufficient research evidence suggests that the approach of algebra should be more conceptual than procedural. The emphasis must be, rather than manipulation, on recognition, expression and representation of relations through solving real world problems by adopting collaborative learning models. Thus, the notion of function becomes the core content of school algebra and in the learning process, the role of the teacher-reflective practitioner, who not only sets the proper learning environment, but also investigates and reflects upon the process and the effects of his teaching practice, is revealed. It is also argued that the use of new technology can enhance the perception of functional approach to algebra and self-regulatory learning through problem solving process. On the basis of this discussion, we implemented an action research with second grade students Unified School referred to the teaching of the exponential function using the software Geogebra in collaborative learning environment. The goals of this study were to examine 1. regards to software Geogebra, whether its use contributes (a) to conceptual understanding of  exponential function, (b) to facilitating students’ learning, (c) to motivating students  and 2. regards to cooperative learning, whether it contributes: (a) to  students’ mutual aiding (b) to creating  favorable climate in the classroom and positive attitude in class. The findings according to an assessment test completed by students and the reports of  two class observers are positive.