Exploring school algebra constructs with a computer Algebra system

Abstract

This was a replication study. Replication studies are defined as “the repetition of a previous piece of research, generally under a different situation, i.e., different data or time period, to determine if the key findings from the original study can indeed be applied to such other situations” (McMillian, 2017, p. 1). This study was a partial replication of a 1999 study by Stevens and Konvalina in which they gauge the perspectives of pre-college students on the use CAS. The findings of Stevens and Konvalina (1999) shown the experimental group having positive perspectives on the use CAS. This study investigated the perspectives of Grade 10 mathematics learners on the use of CAS for productive practice of algebraic procedures. The research question is: “What perspectives do Grade 10 learners hold on the use of the Computer Algebra System (CAS) for practising algebraic procedures?” This was a quantitative study, like the study that are being replicated, it followed the same survey design as the original study. The instrument is a questionnaire that was developed with the assistance of my supervisor. The ICT activities for the purpose of “productive practice” are GeoGebra applets that are developed by GeoGebra users and are freely available online or via the GeoGebra classroom. The findings of this study shown that learners had positive perspectives on the use of the GeoGebra’ CAS feature. And they felt more confident about simplifying algebraic expressions due to the individual repeated practice sessions that supported their procedural knowledge. These individual sessions allowed learners to navigate their own learning process and to engage with mathematics on a deeper level. This deeper engagement with mathematics allowed learners to cement their procedural fluency in simplifying algebraic expressions. The findings also revealed that the use of Information and Communication Technology (ICT) tools are beneficial to both the teacher and the learner.