Seventh‐Grade Students' Views Regarding Enriched Algebra Instruction (EAI) Supported by Technology and Manipulatives.
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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 16 |
|---|---|
| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188234199&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234199 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234199 188234199 188234199 10.1111/jcal.70100 188234199 ppf: 1 ppct: 15 formats: tig: atl: Seventh‐Grade Students' Views Regarding Enriched Algebra Instruction (EAI) Supported by Technology and Manipulatives. aug: au: Birgin, Osman Demirören, Kayhan affil: Department of Mathematics and Science Education, Faculty of Education, Usak University, Usak, Türkiye sug: subj: Student Experiences Student Attitudes Students, Middle School Psychosocial Factors Mathematics Education Teaching Methods Software Teaching Materials Educational Technology Equipment and Supplies Human Case Studies Collaboration Group Dynamics Learning Environment Communication Descriptive Statistics Qualitative Studies Thinking Schools, Middle Turkiye Surveys Quantitative Studies Content Analysis Thematic Analysis Cognition Learning Pleasure Adolescence Child Male Female Purposive Sample Data Analysis Software Adolescent: 13-18 years Child: 6-12 years Male Female ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|