Students learning algebra with applets

The transition from arithmetic to algebra is a process that involves complex reasoning and it is a topic where the students present many difficulties. Many studies show that the teaching and learning of mathematics may be potentiated by the use of technology. On this paper we intended to show how the use of an electronic tool might help students solve algebraic equations. Students deal formally with this kind of task in 7th grade for the first time and it is possible identify how the tool mediates the learning process. The theoretical framework is based in the activity theory and the formulations of David Tall about the advanced mathematical thinking and the proceptual view of the mathematical concepts. Based in a qualitative approach and using an interpretative methodology, we observed two groups of students working with an applet during the process of solving algebraic equations. This work gives us evidences about the procedural and conceptual thinking developed by students and the role of the tool during this process. Analysing the performance of students with applets it is possible observe how the semiotic potential of the artefact mediate the learning process.