Promoting versatile learning of higher order concepts in algebra using the computer

This paper 1 reports a comparison between a traditional skill-based approach to algebra and an alternative approach using a combination of computer programming, activities enacting the computer processes manipulating variables, and the use of computer software which evaluates algebraic expressions written in either traditional notation or BASIC. 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. Mental images need not be only pictures in the traditional sense. The ideas we are discussing apply equally well to such things as symbolic concepts, provided that they are capable of being visualised and mentally manipulated. In Tall & Thomas [1986], a "dynamic approach" to algebra is described which involves a combination of activities designed to give children the ability to visualise the concept of an algebraic variable. This involves programming activities (in BASIC), such as: A = 3 PRINT A +1