An Exploration of College Students’ Algebra Problem-Solving Strategies in a Technology-Based Learning Environment

Abstract

This qualitative study explores college students’ algebra problem-solving strategies in a technology-based learning environment. The study addresses the growing use of digital tools in mathematics learning and the need to understand how students use these tools to construct algebraic reasoning, not merely to obtain answers. A qualitative case study design was used to examine students’ experiences, strategies, and reflections in solving algebra problems. The participants consisted of 12 to 15 university students who had experience in technology-based mathematics learning. Data were collected through semi-structured interviews, limited participatory observation, documentation of students’ work, screen captures, and researcher reflective notes. Thematic analysis revealed several key themes: students’ initial reliance on procedural strategies, the role of digital tools in visualizing algebraic relationships, the shift from trial-and-error to representational reasoning, the tension between technological assistance and conceptual understanding, the role of peer discussion, and students’ reflective awareness of errors. The findings show that technology can support algebraic problem solving when students use it to connect symbolic, visual, and contextual representations. However, technology may also create dependence when students use it without conceptual control. This study contributes to mathematics education by highlighting algebra problem solving as a mediated, reflective, and socially situated process. The findings imply that lecturers should design technology-based algebra learning that integrates digital exploration, reasoning prompts, collaborative discussion, and reflective evaluation. Further research may examine different digital tools, broader student groups, and longitudinal changes in students’ algebraic reasoning.