**Algebra Digital Learning**

The need of a Theory of Experience about Algebra Digital Learning

Dewey (1938) writes about the rejection of a current theory, philosophy, and practice of traditional education sets a problem for those that wish, desire, or vision a new type of educational approach that contradicts the previously acceptable norms of theory and practice. Dewey (1938) states that this is a difficult task, since the complete departure from the old solve no problems. There must always be an initial frame of reference to depart from to base gaps or shortcomings.

Experience and experiment are not self-explanatory extremes of thought. Any new philosophy must be a derivation of experience. In order to understand empiricism an educational researcher must understand the meaning by a realization that we must know first what is experience. Learning is a process that is based on a learning experience. The experience in learning mathematics can be classified as either enjoyable or horrible. If an experience has been logged mentally as a horrible experience, then the behaviorist theory is present.

**Algebra Digital Learning Classroom**

Human beings typically do not want to repeat a horrible or painful learning experience.Yet, as human beings we typically do not want to repeat those actions which cause pain. The same is with learning mathematics. The same is in teaching mathematics. Dewey (1938) states that the impetus to learn is either an enhancement or degradation because of the learning experience. The acquisition of skills through drill may diminish the power of critically thinking.

**Algebra Digital Learning **

This flips the traditional instructional format. An, example is Khan Academy's video and practice format. The practice sections covers all mathematical skills with an early integration of word problems. It provides an overview graphically on the student progress and his or her mastery levels with a rewards system similar to video game experiences.

The key is creating a learning environment in mathematics that actively by design creates a positive experience. There is a challenge in today’s digital society. The learning environment of traditional explain-practice approach might be enjoyable for students in the past. Since our American way of living in the new technology provides a change in the way students communicate then a subsequent change in teaching must also happen. This will be difficult and painful for some teachers, but it must happen.

The question to be a subject of study is how this will change. Sjostrom (2004) describes the relative factors that attribute to student failures. One of the factors is motivation which is connected to Dewey (1938) theory of experience.Zakaria, Lu Chung, and Daud (2010) discover that cooperative learning methods improve students' achievement in mathematics for 13 years old middle school students in general mathematics in Malaysia.Zakaria et al. (2010) also discovers a positive increase in student attitudes toward mathematics.

This connection with motivation and a positive experience is also linked back to Dewey (1938). This study is encouraging for students in Malaysia. The question is if these methods can be part of a transformation of teaching instructional practices here in America.

Return from Algebra Digital Learning, to How to Pass Algebra

Digital Natives Digital Immigrants

Reference

Dewey, J.(1938) Experience and Education. Kappa Delta Pi. Touchstone Publications, New York, NY.

Middleton, J., Spanias, P. (1999)
Motivation for achievement in mathematics: findings, generalizations, and
criticisms of the research. *Journal for
Research in Mathematics Education 1999, Vol. 30, No. 1, 65–8**.*

Sjostrom,
M. (2004). Teaching efficacy and attributions for student failure. *Conference
Papers – Psychology Of Mathematics & Education of North America*, 1.

Zakaria,
E., Lu Chung, C., & Daud, M. (2010). The effects of cooperative learning on
students' mathematics achievement and attitude towards mathematics. *Journal
Of Social Sciences (15493652)*, *6*(2), 272-275.