This study examined how to fill the gaps in the creation, curation, and provision of reasonably priced and instructor-friendly educational tools by developing and putting into practice an interactive Python-based application which is specially made to teach the concepts of angles and triangles to pupils with learning difficulties in the low income primary schools in Nigeria. The tool is structured with a layered architecture comprising presentation, logic, data management, and external dependency layers while applying based on the available evidence, the instructional principles such as cognitive load management via the single-concept presentation, learning through sight and touch all combined in the same context, difficulty ramping up gradually over three levels, immediate correction feedback loops, and the always being able to try again, where the environment is set to be helpful. The tool, hosted on Google Colaboratory which is a cloud platform requiring no installation, is developed using free, open-source technologies like Python, Matplotlib for graphics, NumPy for mathematical computation processes, and IPyWidgets for the development of interactive interfaces, hence the system is able to overcome the usual hindrances of software cost, installation requirement, and the need for a high level of technological proficiency. The product thus managed to single out the specific cognitive issues of children with dyscalculia and those with geometry learning problems - among these are found impairments of visualization, deficits in memory and slow information processing. The use of the tool requires no understanding of the programming language and teachers will get a clear visual display that will not only help them in assessing but also in making a decision on the instructional steps to be taken. The study is an indication of how thinking out the Ed-Tech thing by adjusting it according to the constraints on local infrastructure and educational needs can give birth to the most effective and lasting innovation that will enable access to geometry education by all, therefore, also having the ability of wider application all over sub-Saharan Africa and other developing regions as well, depending on the presence of educational policies promoting inclusive education.