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Dynamic mathematics software, such as GeoGebra, is one of the most important teaching and learning media. This kind of software can help teachers teach mathematics, especially geometry, at the elementary school level. However, the use of dynamic mathematics software of elementary school teachers is still very limited so far. This study analyzed the factors influencing elementary school teachers' usage behavior of dynamic mathematics software. Four independent variables, namely performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC) from the united theory of acceptance and use of technology (UTAUT), were used to understand elementary school teachers' usage behavior of dynamic mathematics software. A questionnaire survey was conducted in the Hunan and Guangdong provinces of China. Two hundred and sixty-six elementary school mathematics teachers provided valid questionnaire data. The partial least squares structural equation modeling (PLS-SEM) approach was used to analyze the data. The results showed that facilitating conditions and effort expectancy significantly affect elementary school teachers' usage behavior of dynamic mathematics software, and facilitating conditions were the biggest factor that affected user behavior. The moderating effects of gender, major, and training on all relationships in the dynamic mathematics software usage conceptual model were not significant. This study contributes by developing a model and providing new knowledge to elementary school principals and the government about factors that can increase the adoption of dynamic mathematics software. [ABSTRACT FROM AUTHOR]