Using the semiotic potential of virtual artifacts in developing algebraic thinking

Abstract

The main goal of the research I report here was to determine whether a special kind of tool like a computer game, can help children to learn how to operate on algebraic symbols and also how to solve linear equations. I run an experiment in the classroom, with a group of twenty 12-year old children, who were using a video game (DragonBox Algebra 5+, 12+, 2012–2013) during algebra lessons. While playing the game they discovered algebraic symbols and operations. Adopting the theory of Mariotti and Bartolini Bussi (2008), I used DragonBox as a semiotic tool. The results of this study show that such an artefact as DragonBox may serve as a source of many mathematics meanings.