Learning beginning algebra in a computer-intensive environment

We present a design research on learning beginning algebra in an environment where spreadsheets were available at all times but the decision about using them or not, and how, in any particular situation was left to the students. Students' activity is analyzed in Kieran's framework of generational, transformational and global/meta-level activity, and compared to the designers' intentions. We do this by focusing on the activity of one student in four sessions spread over several months and discussing the activity of 51 additional students in view of the analysis of the focus student. We show that the environment enables a number of different entries into algebra and as such supports students in becoming autonomous learners of algebra, and in making the shift from arithmetic to algebra via generational and global/meta-level activity before dealing with the more technical transformational activities.