Publication Date


Date of Final Oral Examination (Defense)


Type of Culminating Activity


Degree Title

Doctor of Education in Educational Technology


Educational Technology

Major Advisor

Lida Uribe-Flórez, Ph.D.


Yu-Chang Hsu, Ph.D.


Jesús Trespalacios, Ph.D.


There has been a move towards integrating educational technology into K-12 mathematics classrooms. This emphasis has been partly driven by policy, increases in technology resources available, and a need to engage students in their mathematical learning. Most studies on technology integration in mathematics education are focused on teachers’ perceptions or students’ academic achievement. However, we need to learn how students perceive their learning in this type of environment. This dissertation is a basic qualitative study aimed at understanding the experiences of students with 1:1 computer-supported collaborative learning (CSCL) in an Algebraic Reasoning classroom. The study used the mathematical software, Desmos, as its CSCL system. The school in which this research took place fully implemented a 1:1 student-to-Chromebook program since 2016, and the participants of this study were students in a 1:1 Algebraic Reasoning classroom. The data used in this study were taken from participants’ responses to individual semi-structured interviews about their learning experiences with Desmos. Data was analyzed using Kumar et al.’s (2010) framework for effective CSCL systems which encompasses five criterions: (1) Open-ended and guided interactions, (2) interactions that can be stored centrally for meaningful interpretation, (3) predefined collaboration strategies, (4) underlying theories of collaboration represented in the software, and (5) providing active and passive feedback. Results suggest that students' experiences with 1:1 CSCL in Algebraic Reasoning captured all but one them. These elements can inform educational stakeholders as to how to implement an engaging, innovative, and student-centered 1:1 CSCL mathematics environment.