International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Learning Beginning Algebra in an Excel Environment as a Complex Dynamic System

Michal Tabach, Einat Heyd-Metzuyanim, Tamar Aviram

Tel Aviv University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1435–1442ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study employs an integration of commognition and complex dynamic systems (CDS) theory to investigate how beginning algebra students learn in an Excel environment. Through a case study of two low achieving seventh grade students, we trace how noncanonical and canonical mathematical narratives emerge, stabilize, and shift during spreadsheet mediated activity. Findings show that Excel’s feedback loops reinforced students’ prevailing meta rules—whether correct or not. A phase shift occurred only when the interviewer explicitly targeted the underlying non-canonical meta rule, enabling reorganization toward a canonical discourse. We claim that the CDS lens offers terms for describing difficult-to-capture processes of stabilization and perturbation in students’ learning with technological tools.

Keywords

Excel mediated-taskComplex Dynamic SystemCommognition

Recommended citation

Tabach, M., Heyd-Metzuyanim, E., & Aviram, T. (2026). Learning Beginning Algebra in an Excel Environment as a Complex Dynamic System. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1435–1442). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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