Investigation of The Efficiency of the In-Service Training Course Designed for Algebra Teaching: An Experimental Research

Abstract

The study was carried out to examine the effect of the in-service training course designed for teaching algebra on the awareness of mathematics teachers about the nature of the transition from arithmetic to algebra and their material design self-efficacy beliefs. Within the scope of the study, a 30-hour in-service training course was designed for mathematics teachers, and the effectiveness soft his in-service training course was examined. In this context, the study was carried out in the experimental research model, one of the quantitative research designs. The study sample consisted of 36 mathematics teachers who volunteered to work in public schools in a province in the northeast of Turkey in the 2021-2022 academic year. The study's experimental group comprised 16 mathematics teachers who attended the algebra teaching in-service training course. In comparison, the control group consisted of 20 mathematics teachers who received no intervention. "Awareness Scale for the Nature of Transition from Arithmetic to Algebra" and "Material Design Self-Efficacy Belief Scale" were used to collect he data for the study. Descriptive and predictive statistics were used in the analysis of the collected data. The results showed that the designed in-service training course did not create a significant mean difference between the expert mental and control groups.

Keywords

• Arithmetic
• algebra
• algebraic thinking
• teaching material
• teacher training.

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