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

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

Article Details

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

Authors:

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

Publisher:

Cukurova University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 3, pp.758-799

Document Type:

Article

Publication Date:

12/2023

Document Language:

English

Document ID (Org No.):

2001301580

pISSN:

1302-9967

Keywords:

Abstract:

 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.

 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.

 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.

 Uluslararası alan yazında erken cebirin önemi vurgulanmış ve kapsamlı bir uygulamaya dâhil olan öğrencilerin cebirsel düşünme becerilerini geliştirdikleri birçok çalışmada ele alınmıştır. Bu çalışmanın amacı, bir erken cebir uygulamasının, 3. sınıf öğrencilerin cebirsel düşünme becerilerine etkilerini test etmektir. 3. sınıf uygulama ve kontrol grupları çalışmaya dâhil edilmiştir ve her iki gruba ön ve son test uygulanmıştır. Bulgularda, 3. sınıf uygulama ve kontrol grupları performansları arasında ön testte istatiksel bir fark olmamasına rağmen son testte istatiksel olarak anlamlı bir farklılık bulunmuştur. Öğrencilerin stratejilerine yönelik yapılan analizler, uygulama grubu öğrencilerinin son testte eşitlik, cebirsel ifadeler, denklemler ve eşitsizlikler; genelleştirilmiş aritmetik ve fonksiyonel düşünme üç ana alanında cebirsel düşünmeye dayalı stratejileri kontrol grubuna kıyasla daha çok kullandıklarını ortaya çıkarmıştır.

Article Details

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

Authors:

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

Publisher:

Cukurova University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 3, pp.758-799

Document Type:

Article

Publication Date:

12/2023

Document Language:

English

Document ID (Org No.):

2001301580

pISSN:

1302-9967

Early Algebra

Quasi-experimental Design

Third-grade StudentsErken Cebir

Yarı-deneysel Desen

Üçüncü Sınıf Öğrencileri

Issues

Article Details

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

Authors: Işıl İşler Baykal | Nejla Öztürk Tavşan | Gizem Güzeller | İlkay Saygılı

Publisher: Cukurova University

Main Topics: Eğitim Üzerine Çalışmalar

Journal: Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 3, pp.758-799

Document Type: Article

Publication Date: 12/2023

Document Language: English

Document ID (Org No.): 2001301580

pISSN: 1302-9967

Early Algebra

Quasi-experimental Design

Third-grade StudentsErken Cebir

Yarı-deneysel Desen

Üçüncü Sınıf Öğrencileri

Issues

Authors:

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

Publisher:

Cukurova University

Main Topics:

Eğitim Üzerine Çalışmalar

Journal:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.52 Issue 3, pp.758-799

Document Type:

Article

Publication Date:

12/2023

Document Language:

English

Document ID (Org No.):

2001301580

pISSN:

1302-9967