An investigation into the algebraic thinking skills of fifth, sixth, and seventh grade students

Date

2025-1

Author

Doğru, Tuba İpek

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This study investigated the algebraic thinking skills of middle school students in grades 5, 6, and 7, focusing on their developmental levels and factors influencing these skills. It examined the effects of grade level and gender on algebraic thinking and assessed students' proficiency in generalized arithmetic, functional thinking, and modeling language. A specially designed test was administered to 487 students at the beginning of the spring semester for the 2023-2024 academic year. Quantitative analysis revealed that students' algebraic thinking skills were generally low but improved significantly as the grade progressed. While all grade levels showed average success in generalized arithmetic questions, significant differences were observed in the functional thinking and modeling language subsections, with higher grades performing better. Research indicates that gender does not play a significant role in determining achievement levels. Qualitative analysis provided deeper insights into students' reasoning processes and strategies, highlighting the influence of individual learning differences. The results of the study indicated that algebraic thinking progresses step-by-step and can be fostered from an early age, emphasizing the importance of incorporating algebra-focused resources into school curricula early on.

Subject Keywords

Algebraic thinking skills, Middle school students, Generalized arithmetic, Functional thinking, Modeling language

URI

https://hdl.handle.net/11511/113404

Collections

Graduate School of Natural and Applied Sciences, Thesis