This paper reports on a project aimed at designing, implementing, and evaluating a hypermedia system, IPER-3, facing the three classical problems in the history of mathematics (i.e., trisection of the angle, quadrature of the circle, and duplication of the cube). The goal of the project is to study the opportunities offered by this kind of technology to the presentation of mathematical topics both in teacher training courses and in classroom work. Topics discussed include: (1) background on the choice of technology and content for the project; (2) the structure of the IPER-3 system, including information islands/viewpoints and the interface; (3) an analysis of use of the system by university students, including organization of the experiment, students' observations, and students' projects for completing IPER-3; and (4) possible future developments, focusing on hypermedia as a promoter of metacognition and as an environment for studying teaching and learning processes. A table provides an overview of students' observations on the technical nature of the computer and software, the mathematical content, the way the content is organized in IPER-3, hypermedia as a learning instrument, and their own work and reactions. Two figures present IPER-3 frames related to the quadrature of the circle. (Author/DLS)