{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,9,26]],"date-time":"2025-09-26T00:05:50Z","timestamp":1758845150212,"version":"3.44.0"},"reference-count":56,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2025,8,14]],"date-time":"2025-08-14T00:00:00Z","timestamp":1755129600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2025,10]]},"abstract":"<jats:title>ABSTRACT<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Previous research has shown that students often struggle to understand algebraic expressions and solve equations, and that traditional instructional approaches may not be sufficient to address these challenges. While the use of technology and physical manipulatives independently has been shown to support students' conceptual understanding in algebra, limited research has examined their combined use\u2014particularly the integration of dynamic mathematics software and manipulatives\u2014within the context of algebra instruction.<\/jats:p><\/jats:sec><jats:sec><jats:title>Objectives<\/jats:title><jats:p>This study aims to explore seventh\u2010grade students' perceptions of an enriched algebra instruction (EAI) approach that integrates dynamic mathematics software and physical manipulatives to support and enhance their learning experiences.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A qualitative case study was conducted with 30 Turkish seventh\u2010grade students (aged 12\u201313). The EAI approach integrated technological tools, concrete materials, collaborative group work, and classroom discussions. Data were collected through a survey comprising 22 items rated on a 5\u2010point Likert\u2010type scale and four open\u2010ended questions, as well as through classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic content analysis.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results and Conclusion<\/jats:title><jats:p>Most students reported that the use of EAI, which integrates dynamic software and manipulatives, enhanced their active engagement in classroom activities, enabled them to conduct multiple experiments and observations, and facilitated visual interaction with the content. They also indicated that EAI helped them explore relationships within algebraic expressions, which they perceived as contributing to the development of their algebraic thinking and conceptual understanding.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jcal.70100","type":"journal-article","created":{"date-parts":[[2025,8,15]],"date-time":"2025-08-15T05:00:16Z","timestamp":1755234016000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Seventh\u2010Grade Students' Views Regarding Enriched Algebra Instruction (<scp>EAI<\/scp>) Supported by Technology and Manipulatives"],"prefix":"10.1111","volume":"41","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3460-2731","authenticated-orcid":false,"given":"Osman","family":"Birgin","sequence":"first","affiliation":[{"name":"Department of Mathematics and Science Education Faculty of Education, Usak University  Usak T\u00fcrkiye"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8862-2899","authenticated-orcid":false,"given":"Kayhan","family":"Demir\u00f6ren","sequence":"additional","affiliation":[{"name":"\u015eemsettin Karahisari Middle School  Afyonkarahisar T\u00fcrkiye"}]}],"member":"311","published-online":{"date-parts":[[2025,8,14]]},"reference":[{"issue":"2","key":"e_1_2_15_2_1","first-page":"270","article-title":"Investigation of the Secondary School Students' Transition Processes From Arithmetic to Algebra: Usage of Symbols and Meaning of the Letters","volume":"11","author":"Akkan Y.","year":"2016","journal-title":"Journal of Bayburt Education Faculty"},{"key":"e_1_2_15_3_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781315545189"},{"key":"e_1_2_15_4_1","doi-asserted-by":"publisher","DOI":"10.20860\/ijoses.797472"},{"key":"e_1_2_15_5_1","doi-asserted-by":"publisher","DOI":"10.9779\/pauefd.567616"},{"key":"e_1_2_15_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcal.12532"},{"key":"e_1_2_15_7_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-319-68351-5_2"},{"key":"e_1_2_15_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10758\u2010010\u20109162\u2010x"},{"key":"e_1_2_15_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2011.08.010"},{"key":"e_1_2_15_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jmathb.2013.07.002"},{"key":"e_1_2_15_11_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010022\u201011331\u2010x"},{"key":"e_1_2_15_12_1","doi-asserted-by":"publisher","DOI":"10.4236\/ce.2019.1012189"},{"key":"e_1_2_15_13_1","doi-asserted-by":"publisher","DOI":"10.1177\/23328584231165919"},{"key":"e_1_2_15_14_1","doi-asserted-by":"publisher","DOI":"10.1088\/1742\u20106596\/1408\/1\/012010"},{"key":"e_1_2_15_15_1","doi-asserted-by":"publisher","DOI":"10.1111\/cdev.12255"},{"key":"e_1_2_15_16_1","doi-asserted-by":"publisher","DOI":"10.17522\/balikesirnef.1019292"},{"volume-title":"How to Design and Evaluate Research in Education","year":"2012","author":"Fraenkel J. 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