A Computer-enhanced Package for Learning School Algebra

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This proposal is to roll out the outcomes of the ESRC/EPSRC-funded MiGen project, in order to enhance the teaching of early algebra in the secondary school, and thus improve mathematics achievement throughout England. Specifically, we propose to assemble and disseminate to a range of audiences, a polished package of computer and text-based materials for students and teachers based on the MiGen project outputs. The overarching aim is to support the learning of early algebra, in ways that are clearly and explicitly aligned to the National Curriculum and to teachers' practice at Key Stage 3. MiGen focused on a widespread difficulty that impedes students' ability to learn mathematics in secondary school: namely that they routinely fail to see the point of algebra, a finding that has been discussed thoroughly in the literature (e.g. Küchemann, 2010; Mason et al., 2009; Nunes & Bryant, 2010). As a result, they cannot use algebra as a tool for thinking mathematically, which in turn obstructs their learning about and engagement with STEM subjects more generally. MiGen addressed these challenges by building a technical environment with pedagogical rationale and support, as well as associated activities, so that 11-14 year-old students could appreciate from the outset that algebra is about building and expressing structure and generality and that symbolic rules are the language of this expression. A unique feature of this environment is that the computer system provides support to the students, derived from AI (Artificial Intelligence) techniques, which offer timely and targeted feedback to students on the basis of their actions.The proposed project has two strands. The first strand will assemble in a coherent package, the outputs of the MiGen project to include student activities, teacher guidance, and 'bridging activities' to assist the transition to paper and pencil. The second strand comprises a series of knowledge-exchange activities, targeted at the teacher and teacher education communities, as well as policy and commercial stakeholders.