The impact of a technology-rich intervention on grade 7 students' skills in initial algebra

Abstract

This paper describes a classroom experiment on the use of digital technology in initial algebra. Indonesian grade seven students of 12-13 year-old took part in a four session teaching sequence on beginning algebra enriched with digital technology, and in particular applets embedded in the Digital Mathematics Environment. The intervention aimed to improve students’ conceptual understanding and procedural skills in the domain of equations in one variable. The qualitative analysis of written and digital student work, backed up with video observations during the experiment, reveal that the use of digital technology affects student thinking and strategies dealing with equations and with related word problems. Practical and theoretical consequences of the results are discussed.