## Abstract

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.

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 language | English |
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Title of host publication | 12th International Conference on Technology in Mathematics Teaching |

Pages | 379-385 |

ISBN (Electronic) | 978-989-8472-68-7 |

Publication status | Published - 27 Jun 2015 |

Event | Proceedings of the 12th International Conference on Technology in Mathematics Teaching ICTMT12 - Faro, Portugal Duration: 24 Jun 2015 → 28 Jun 2015 |

### Conference

Conference | Proceedings of the 12th International Conference on Technology in Mathematics Teaching ICTMT12 |
---|---|

Abbreviated title | ICTMT12 |

Country | Portugal |

City | Faro |

Period | 24/06/15 → 28/06/15 |

## Keywords

- Mediation
- Proceptual thinking
- Solving equations
- Applets