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Learning beginning algebra in a computer-intensive environment

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Abstract

We present a design research on learning beginning algebra in an environment where spreadsheets were available at all times but the decision about using them or not, and how, in any particular situation was left to the students. Students’ activity is analyzed in Kieran’s framework of generational, transformational and global/meta-level activity, and compared to the designers’ intentions. We do this by focusing on the activity of one student in four sessions spread over several months and discussing the activity of 51 additional students in view of the analysis of the focus student. We show that the environment enables a number of different entries into algebra and as such supports students in becoming autonomous learners of algebra, and in making the shift from arithmetic to algebra via generational and global/meta-level activity before dealing with the more technical transformational activities.

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Notes

  1. We use the term ‘beginning’ rather than ‘early’ algebra because we refer to a first course in which algebra is an explicit topic of instruction.

  2. A subset of the examples regarding Amy’s work was presented by Tabach (2011b).

  3. See Tabach (2011c) for more information about the teacher’s role in this project.

  4. An analysis of the work of the first cohort on this activity was presented by Tabach and Friedlander (2004).

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Authors and Affiliations

  1. Tel Aviv University, Tel Aviv, Israel

    Michal Tabach & Tommy Dreyfus

  2. Weizmann Institute of Science, Rehovot, Israel

    Rina Hershkowitz

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  1. Michal Tabach
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Correspondence to Michal Tabach.

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Tabach, M., Hershkowitz, R. & Dreyfus, T. Learning beginning algebra in a computer-intensive environment. ZDM Mathematics Education 45, 377–391 (2013). https://doi.org/10.1007/s11858-012-0458-2

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