in this paper we focus on the link between the use of dynamic geometry software and student understanding for the solution of systems of linear equations from an instrumental genesis perspective. Three task-based interviews were conducted with an undergraduate linear algebra student majoring in mathematics education and proficient in using dynamic…

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian students' achievement in the algebra domain was…

To investigate student difficulties in solving word problems in algebra, we carried out a teaching experiment involving 51 Indonesian students (12/13 year-old) who used a digital mathematics environment. The findings were backed up by an interview study, in which eighteen students (13/14 year-old) were involved. The perspective of mathematization,…

Online resources are widely used for educational purposes, such as the training of skills. For algebra education in particular, online resources are expected to contribute to skill mastery in an efficient and effective way. However, studies that underpin these claims through a randomized experiment are scarce. To experimentally investigate the…

The design and arrangement of appropriate automatic feedback in digital learning environment is a widely recognized issue. In this article, we investigate the effect of feedback on the design and the results of a digital intervention for algebra. Three feedback principles guided the intervention: timing and fading, crises, and feedback variation.…

Has technology revolutionised the mathematics classroom, or is it still a device waiting to be exploited for the benefit of the learner? There are applets that will enable the user to solve complex equations at the push of a button. So, does this jeopardise other methods, make other methods redundant, or even diminish other methods in the mind of…

The integration of digital technology confronts teachers, educators and researchers with many questions. What is the potential of ICT for learning and teaching, and which factors are decisive in making it work in the mathematics classroom? To investigate these questions, six cases from leading studies in the field are described, and decisive…

The algebraic expertise that mathematics education is aiming for includes both procedural skills and conceptual understanding. To capture the latter, notions such as symbol sense, gestalt view and visual salience have been developed. We wonder if digital activities can be designed that not only require procedural algebraic skills, but also invite…

Nowadays, many technological means are available to support teaching, such as the interactive whiteboard, class sets of laptop or netbook computers, and high speed internet access. For mathematics education there are advanced software packages for geometry, algebra, calculus, and statistics, which in many cases are available on line at no cost.…

In this article we report on the effects of a digital intervention on the development of algebraic expertise of 17-18 year old students in the Netherlands. The question to be answered was whether the intervention would be effective and what factors influenced the outcome. With notions of formative assessment and symbol sense as guiding theoretical…

Dutch universities complain that freshmen in studies such as chemistry, physics, economics and mathematics do not master the required algebraic skills. In the worldwide discussions on mathematics education, mastery of algebra is also a prevalent issue. Often a distinction is made between basis procedures and algebraic reasoning, so-called symbol…

In the Netherlands, as in many other countries, the algebraic expertise of students graduating from secondary education is an issue. The use of digital tools for algebra education is expected to change epistemologies, activity structures and student achievement. Therefore, a study was set up to investigate in what way the use of ICT in upper…

Describes a pilot study on the use of computer algebra at the upper secondary level. A symbolic calculator was introduced in a pre-examination class studying for advanced pre-university mathematics. Focuses on the identification of obstacles that students encounter while using computer algebra with the theoretical framework of Realistic…

This paper addresses the dialectical relation between theoretical thinking and technique, as they co-emerge in a combined computer algebra (CAS) and paper-and-pencil environment. The theoretical framework in this ongoing study consists of the instrumental approach to tool use and an adaptation of Chevallard's anthropological theory. The main aim…

Describes a classroom experiment using hand-held computer algebra systems (CAS) for the learning of algebra with the aim of developing the conception of a parameter as a means for generalization. The idea of the instrumentation of information and communications technology tools turned out to be fruitful in the interpretation of the students'…