This study investigated the role of online applets in early algebra lessons. The effect of two different types of intervention modules on developing students’ early algebraic thinking abilities was compared. The first intervention module involved the use of open applets and real-life contexts (open-real). The second intervention module involved the use of closed applets and pure mathematics contexts (closed/pure). “Open” applets are considered to promote more explorative ways of working with mathematical ideas, whereas “closed” applets are considered to guide students’ ways of working through more sequential, step-by-step approaches. Real-life contexts present everyday applications of mathematics, where pure mathematics contexts focus on the mathematical concepts and procedures, with no reference to the way they could be associated with real-life situations. Nevertheless, both intervention modules followed an inquiry-based approach. The total number of the participants were 96 young students of Grade 5 with an average age of 10,5 years old. These students were tested through a pre- and a post-test on early algebraic thinking. The test involved three categories of early algebra tasks: generalized arithmetic, functional thinking, and modeling languages. Data from the pre- and post-test comparison showed that students who participated in the “open/real” module had a statistically significant higher improvement in functional thinking compared to students who participated in the “closed/pure” module. There were no statistically significant differences between the improvement of the two groups of students in generalized arithmetic and modeling languages. These findings offer pedagogical implications in respect to the design of early algebra lessons that take advantage of the affordances of available educational technology.

本研究调查了在线小程序在早期代数课程中的作用。比较了两种不同类型的干预模块对培养学生早期代数思维能力的影响。第一个干预模块涉及使用开放式小程序和现实生活环境（open-real）。第二个干预模块涉及使用封闭的小程序和纯数学上下文（封闭/纯）。“开放”小程序被认为是促进更多探索性的数学思想工作方式，而“封闭”小程序被认为是通过更有序、循序渐进的方法指导学生的工作方式。现实生活中的情境呈现数学的日常应用，其中纯数学情境侧重于数学概念和程序，没有提及它们与现实生活情况相关联的方式。然而，这两个干预模块都遵循基于探究的方法。参加者总数为 96 名五年级青年学生，平均年龄 10.5 岁。这些学生通过早期代数思维的前测和后测进行了测试。该测试涉及三类早期代数任务：广义算术、函数式思维和建模语言。前测和后测比较的数据显示，与参加“封闭/纯”模块的学生相比，参加“开放/真实”模块的学生在功能性思维方面的提升有统计学意义。两组学生在广义算术和建模语言方面的进步差异无统计学意义。这些发现为利用现有教育技术的可提供性设计早期代数课程提供了教学意义。