Crossing the bridge: From a constructionist learning environment to formal algebra

International audienceIn the digital era, it is crucial to explore how digital technologies can be successfully integrated in the mathematics classroom and what their potential impact on learning is. This paper presents some reflections based on data gathered as part of the MiGen project (www.mi-gen.org1) from studies aimed to investigate ways to support the transition to formal Algebra, through the use of a constructionist learning environment and carefully designed 'bridging' activities that consolidate, support and sustain students' algebraic ways of thinking. Our claim is that explicit links need to be made to Algebra through those specially designed activities so that such a digital tool can support students' learning of formal Algebra in order to be successfully integrated in the mathematics classroom