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This paper describes the techniques for algebraic activity provided by AlNuSet. They have a dynamic and visuospatial nature that makes available tangible images of variable, algebraic expressions and propositions; such images encourage and support the exploration of properties peculiar to these algebraic objects. The paper shows that the use of these techniques structure a new phenomenological space where algebraic objects, relations and phenomena are reified by means of representative events that fall under the visual, spatial and motor perception of students and teachers. Moreover, the paper show that these techniques can be effectively used in the class to improve the teaching and learning of algebraic concepts The theoretical framework of reference of this work is the instrumental approach used by many researchers to analyze the role of CAS in the learning of mathematics. In the paper the instrumented techniques of AlNuSet are compared with those of CAS, highlighting crucial differences for the teaching and learning of algebra. [ABSTRACT FROM AUTHOR]

Students have difficulty working with the parameter concept when solving mathematical word problems and when working in mathematical contexts. Technological tools can be used to overcome such difficulties and one type of the technological tools which has been recently used in the mathematics classroom is the spreadsheets. This article describes how preservice teachers experienced solving mathematical word problems using the spreadsheets and how they developed their notions of algebraic concepts, especially the parameter concept, as a result of this use. The findings indicate that the preservice teachers developed their utilization of the spreadsheet environment to solve word problems. At the same time, they decreased the difficulties they confronted when working with parameters (before using the spreadsheets) and developed their notion of this concept (as a result of working with the spreadsheets), but they did not grasp the concept fully. [ABSTRACT FROM AUTHOR]