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The role of ICTs in learning algebra: a systematic review

Despite considerable investment in Information and Communications Technology (ICT), inspection evidence (Ofsted 2004) in England and Wales suggests that effective use in mathematics is relatively weak. Moreover, for many pupils the deeper meanings and purposes for algebra are hidden and they see it as a meaningless activity (Kieran 1992). This systematic review aimed to find good quality evidence of the conditions under which ICT tools could be used to develop understanding of algebra. Searching electronic databases, academic journals and contacting mathematics education networks identified 33 studies covering the role of ICT in the development of symbolism, the relationship and interpretation of different ways of representing functions and operations on symbolic expressions. The in-depth analysis of the 14 studies addressing functions found evidence of