Pupils learning algebra with ICT in Key Stage 3 mathematics classrooms

This thesis is set in the context of learning early secondary algebra using ICT. It argues that the support offered by a collaborative interaction of elements (pupils, teachers, language and computers) in lessons, that is, the affective dimension of pupils' mathematical constructions, has not been emphasised enough in studies about the impact of ICT. Through a classroom-based intervention study, pupils’ conceptual understanding in algebra was monitored. The study examined the effect of introducing a technological tool on pupils’ interest in algebra, their involvement and engagement in mathematical learning, and the role of the teacher in ICT-enhanced settings. Research was conducted during secondary mathematics lessons in England and in Kenya. This intervention used ‘dialogic teaching’ and Grid Algebra as catalysts, with traditional resources alongside new technologies. The study sought to demonstrate that a ‘blended’ approach to learning can mediate the pupils’ access to algebraic concepts. The study employed a mixed-method strategy including: written work, observations, interviews and pupil questionnaires. Analysis of collected data underlines the value of formative feedback, clear expectations and developing mathematical language. The study concludes that appropriate use of computer software can have a significant impact on a whole year group. Additionally, emphasising affective aspects which reinforce ICT use in mathematics instruction can create an enabling environment for active learning. This thesis makes an original contribution to effective teacher development and delivery on the premise of a social model of learning mathematics with ICT