Longer-term Conceptual Benefits from Using a Computer in Algebra Teaching

This paper provides evidence for the longer-term conceptual benefits of a preformal algebra module involving directed computer programming, software and other practical activities designed to promote a dynamic view of algebra. The results of the experiments indicate the value of this approach in improving early learners’ understanding of higher level algebraic concepts. Our hypothesis is that the improved conceptualisation of algebra resulting from the computer paradigm, with its emphasis on mental imagery and a global/holistic viewpoint, will lead to more versatile learning.