Abstract
ICT tools have become part of teaching mathematics and focus of much research. Generally, the research has shown that they can be potentially benefitting to pupils' learning of mathematics, however, some limitations have been brought about.
It has transpired that learning does not come about without conscious support by teachers and suitable tasks. The aim of the article is to a) summarise some research results which concern two most widely used ICT tools - graphic calculators and dynamic geometry software, mainly from the point of view of what problems pupils faced and what caused the ICT tools not to be used to best advantage, b) present specific skills which pupils must develop in order to overcome these problems, c) suggest some suitable tasks to develop the skills.