The aim of this study was to evaluate the implementation of the cooperative learning model supported with dynamic mathematics software (DMS), that is a reflection of constructivist learning theory in the classroom environment, in the teaching of mathematics. For this purpose, a workshop was conducted with the volunteer teachers on the implementation of the cooperative learning model supported with DMS. Dynamic materials and worksheets suitable for quadratic functions and sequences topics were developed. The effect of implementing the cooperative learning model supported with DMS in the teaching of the quadratic functions and sequences topics on student performance as well as students' views about the model were examined. The study was carried out using an embedded design. The study group consisted of 61 high school students. A quadratic functions knowledge test, a sequences knowledge test, and an open-ended questionnaire were used as data collection tools. The Mann-Whitney test and dependent t-test were used for the analysis of quantitative data, while content and descriptive analyses were used for the analysis of qualitative data. As a result of analysis of the data, it was found that the model had a positive effect on student achievement. Moreover, the following students' views were identified: the model enabled better understanding, it visualized and concretized the course, and it created a pleasant and enjoyable learning environment.