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MIDDLE SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF EIGHTH-GRADE STUDENTS’ ALGEBRAIC THINKING
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MIDDLE SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF EIGHTH-GRADE STUDENTS’ ALGEBRAIC THINKING.pdf
Date
2023-2-13
Author
Yılmaz Tığlı, Nurbanu
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The first purpose of this study is to investigate middle school mathematics teachers’ knowledge of students’ algebraic thinking. This purpose also includes the prerequisite knowledge needed to learn algebra. The second purpose of the study is to examine middle school mathematics teachers’ anticipations and interpretations regarding their students’ performances in algebra. The last purpose of the study is to discover the causal attributions of middle school mathematics teachers regarding their students’ difficulties in algebra. To that end, the data were collected from five middle school mathematics teachers in the spring semester of the 2018-2019 and the fall semester of the 2019-2020 academic years. The data sources are a teacher questionnaire, audio recordings of the semi-structured interviews, and field notes. The findings presented that middle school mathematics teachers could possess limited information regarding the prerequisite knowledge students should have prior to learning algebra. Middle school mathematics teachers could anticipate students’ possible solutions and performances in simple translations from verbal statements to symbolic expressions and solving equations. However, their anticipations were not aligned with students’ performances in the tasks that required a relational understanding of equivalence, conceptual understanding of the notion of variable, and functional thinking. Although teachers could identify students’ difficulties in corresponding items, they could not precisely express the underlying reasons for their difficulties. Lastly, teachers mainly attributed students’ difficulties to external, stable, and uncontrollable factors. They consider that students' difficulties are mainly related to the students themselves, such as their cognitive processes, effort, or motivation.
Subject Keywords
Middle School Mathematics Teachers, Algebraic Thinking, Variable, Functional Thinking, Causal attributions
URI
https://hdl.handle.net/11511/102038
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Graduate School of Social Sciences, Thesis
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N. Yılmaz Tığlı, “MIDDLE SCHOOL MATHEMATICS TEACHERS’ KNOWLEDGE OF EIGHTH-GRADE STUDENTS’ ALGEBRAIC THINKING,” Ph.D. - Doctoral Program, Middle East Technical University, 2023.