The Effects of an Early Algebra Intervention on Third-Grade Students’ Algebraic Thinking Skills

Date

2023-12-01

Author

İşler Baykal, Işıl
Öztürk Tavşan, Nejla
Güzeller, Gizem
Saygılı, İlkay

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The importance of early algebra has been emphasized in international literature, and it has been discussed in many studies that students who are involved in a comprehensive intervention improve their algebraic thinking skills. The aim of this study was to test the effects of an early algebra intervention on the algebraic thinking skills of 3rd-grade students. The 3rd-grade intervention and control groups were included in the study, and both groups were given pre-test and post-test. In the findings, although there was no statistical difference between the 3rd-grade intervention and control group performances in the pre-test, a statistically significant difference was found in the post- test. Analysis of the students' strategies revealed that the students in the intervention group used algebraic thinking strategies more in the post-test than the control group in three big ideas, which are equality, expressions, equations and inequalities, generalized arithmetic, and functional thinking

URI

https://hdl.handle.net/11511/107956

Collections

Department of Elementary Education, Article