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© 1996: The University of Newcastle: Faculty of Education
A Culture of Mathematics Learning
In considering the beliefs and perceptions of the participants in this study regarding the nature of algebra, the ways in which it may best be learned and the role of computers in this process, consistent evidence was found to support the notion of a culture of mathematics learning: a shared set of beliefs and experiences which extended across all groups of participants. This culture served largely as an impeding factor for the use of algebra software, characterised as it was by such features as:
a view of mathematics as answer-based, devaluing exploration and open-ended problem solving (those areas in which the software appears most effective);
a view of algebra as primarily serving a symbolic representation purpose, with little usefulness beyond this role - algebra is not about modelling the real world, it is about "letters standing for numbers";
an emphasis upon individual efforts, devaluing both group approaches and the use of external aids (such as computer tools) coupled with a strong reliance upon individual as opposed to group aids - especially textbooks and hand calculators;
a dependence upon the teacher and text as sources of knowledge and direction in mathematics learning;
a limited representational repertoire, dominated by symbolic and graphical forms;
a lack of reliance upon individual judgement and confidence with regard to their mathematical processes - students appeared quite happy to conclude an answer while expressing little confidence in their result. Clearly, factors such as these militate against both the use and the perceived need for open-ended software tools which support and extend mathematical learning.
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© 1996: The University of Newcastle: Faculty of Education