Students' Attitude Towards Using Materials to Learn Algebra: A Year 7 Case Study

Abstract

This paper examines the affective responses of students to an algebra intervention in the last year of primary school. The intervention was based upon extensive use of materials, discussion activities and specifically designed algebra games. Data on student attitudes and beliefs were collected with an eight dimension Likert scale, student interviews, analysis of student sketches and classroom observations. While the overall results indicated student appreciation of the use of materials and educational games, some students perceived their value to be transitory.