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.