A challenging task in educational research today is to understand the implications of recent developments in computer based learning environments. On the other hand, questions regarding learning and mathematical cognition have long been a central focus of research in mathematics education. Adding technology compounds an already complex problematic. Fortunately, computer based technology also provides researchers with new ways of studying cognition and instruction. This paper introduces a new method for dynamically tracking learners' experiences in computer based learning environments. Dynamic tracking is illustrated in both a classroom and a clinical setting by drawing on two studies with elementai T pre service teachers working in computer based mathematics learning environments.