Students learning algebra with applets

António Domingos, Eduarda Oliveira

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


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.
Original languageEnglish
Title of host publication12th International Conference on Technology in Mathematics Teaching
ISBN (Electronic)978-989-8472-68-7
Publication statusPublished - 27 Jun 2015
EventProceedings of the 12th International Conference on Technology in Mathematics Teaching ICTMT12 - Faro, Portugal
Duration: 24 Jun 201528 Jun 2015


ConferenceProceedings of the 12th International Conference on Technology in Mathematics Teaching ICTMT12
Abbreviated title ICTMT12


  • Mediation
  • Proceptual thinking
  • Solving equations
  • Applets


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