Seventh‐Grade Students' Views Regarding Enriched Algebra Instruction (<scp>EAI</scp>) Supported by Technology and Manipulatives

ABSTRACT Background Previous research has shown that students often struggle to understand algebraic expressions and solve equations, and that traditional instructional approaches may not be sufficient to address these challenges. While the use of technology and physical manipulatives independently has been shown to support students' conceptual understanding in algebra, limited research has examined their combined use—particularly the integration of dynamic mathematics software and manipulatives—within the context of algebra instruction. Objectives This study aims to explore seventh‐grade students' perceptions of an enriched algebra instruction (EAI) approach that integrates dynamic mathematics software and physical manipulatives to support and enhance their learning experiences. Methods A qualitative case study was conducted with 30 Turkish seventh‐grade students (aged 12–13). The EAI approach integrated technological tools, concrete materials, collaborative group work, and classroom discussions. Data were collected through a survey comprising 22 items rated on a 5‐point Likert‐type scale and four open‐ended questions, as well as through classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic content analysis. Results and Conclusion Most students reported that the use of EAI, which integrates dynamic software and manipulatives, enhanced their active engagement in classroom activities, enabled them to conduct multiple experiments and observations, and facilitated visual interaction with the content. They also indicated that EAI helped them explore relationships within algebraic expressions, which they perceived as contributing to the development of their algebraic thinking and conceptual understanding.