Seventh-Grade Students' Views Regarding Enriched Algebra Instruction (EAI) Supported by Technology and Manipulatives

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-08-14 DOI:10.1111/jcal.70100

Osman Birgin, Kayhan Demirören

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引用次数: 0

Abstract

Background

Previous research has shown that students often struggle to understand algebraic expressions and solve equations, and that traditional instructional approaches may not be sufficient to address these challenges. While the use of technology and physical manipulatives independently has been shown to support students' conceptual understanding in algebra, limited research has examined their combined use—particularly the integration of dynamic mathematics software and manipulatives—within the context of algebra instruction.

Objectives

This study aims to explore seventh-grade students' perceptions of an enriched algebra instruction (EAI) approach that integrates dynamic mathematics software and physical manipulatives to support and enhance their learning experiences.

Methods

A qualitative case study was conducted with 30 Turkish seventh-grade students (aged 12–13). The EAI approach integrated technological tools, concrete materials, collaborative group work, and classroom discussions. Data were collected through a survey comprising 22 items rated on a 5-point Likert-type scale and four open-ended questions, as well as through classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic content analysis.

Results and Conclusion

Most students reported that the use of EAI, which integrates dynamic software and manipulatives, enhanced their active engagement in classroom activities, enabled them to conduct multiple experiments and observations, and facilitated visual interaction with the content. They also indicated that EAI helped them explore relationships within algebraic expressions, which they perceived as contributing to the development of their algebraic thinking and conceptual understanding.

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七年级学生对技术与教具支持下的丰富代数教学的看法

先前的研究表明，学生经常难以理解代数表达式和解方程，而传统的教学方法可能不足以解决这些挑战。虽然单独使用技术和物理教具已被证明可以支持学生对代数的概念理解，但有限的研究已经检查了它们在代数教学背景下的组合使用-特别是动态数学软件和教具的集成。目的本研究旨在探讨七年级学生对将动态数学软件和物理教具相结合的丰富代数教学方法的看法，以支持和增强他们的学习体验。方法对30名土耳其7年级学生（12-13岁）进行定性个案研究。EAI方法整合了技术工具、具体材料、合作小组工作和课堂讨论。数据是通过一项调查收集的，该调查包括22个项目（李克特5分制）和四个开放式问题，以及课堂观察。定量数据采用描述性统计进行分析，定性数据采用专题内容分析。结果与结论大多数学生报告说，使用集成了动态软件和教具的EAI，提高了他们对课堂活动的积极参与，使他们能够进行多种实验和观察，并促进了与内容的视觉交互。他们还表示，EAI帮助他们探索代数表达式中的关系，他们认为这有助于他们代数思维和概念理解的发展。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope