The Development of 7th Grade Students’ Algebraic Thinking Through Task-assisted Instruction

Yıl 2024, Sayı: 60, 1045 - 1068, 28.06.2024

Nil Arabacı Yeşim İmamoğlu Hulya Kılıc

https://doi.org/10.53444/deubefd.1384576

Öz

This study aims to investigate how the algebraic thinking skills of seventh-grade students develop with the task-assisted teaching approach. The study was conducted in a seventh-grade class at a public school in Istanbul. The tasks were designed to support the basic components of students’ algebraic thinking processes - pattern recognition, writing algebraic expressions, constructing and solving equations. During the implementation, the students in the class were divided into groups of three and four, and a teacher candidate in each group was responsible for implementing the tasks. Teacher candidates were informed about the instructions provided by the researcher, the implementation principles, and possible student errors before each task. The entire implementation process was recorded with the consent of the students. This paper focused on the pattern recognition component of algebraic thinking. Video analysis and students' responses showed that their algebraic thinking processes improved in the pattern recognition component, and furthermore, the pattern recognition component evaluation through qualitative analysis showed that there was an improvement in the students' algebraic thinking skills compared to their previous performance. The results indicate that task-assisted instruction could be an effective method for improving students' algebraic thinking skills and supporting their algebra learning.

Anahtar Kelimeler

algebraic thinking, pattern tasks, task-assisted instruction, task design

Destekleyen Kurum

TUBITAK

Proje Numarası

215K049

Teşekkür

A part of this study was supported by The Scientific and Technological Research Council of Turkey (TUBITAK, Grant no: 215K049).

7. Sınıf Öğrencilerinin Cebirsel Düşünmelerinin Görev Destekli Öğretim Yoluyla Geliştirilmesi

Öz

Bu çalışmanın amacı, yedinci sınıf öğrencilerinin cebirsel düşünme becerilerinin görev destekli öğretim yaklaşım ile nasıl geliştiğini araştırmaktır. Çalışma İstanbul'daki bir devlet okulunun yedinci sınıfındaki öğrenciler ile gerçekleştirilmiştir. Görevler, öğrencilerin cebirsel düşünme süreçlerinin temel bileşenlerini -örüntü tanıma, cebirsel ifadeleri yazma, denklem kurma ve çözme- desteklemek amacıyla tasarlanmıştır. Uygulama sırasında sınıftaki öğrenciler üçerli ve dörderli gruplara ayrılmış ve her grupta bir öğretmen adayı görevlerin uygulanmasından sorumlu olmuştur. Öğretmen adayları, her bir görev öncesinde araştırmacı tarafından sağlanan yönergeler, uygulama prensipleri ve olası öğrenci hataları hakkında bilgilendirilmişlerdir. Tüm uygulama süreci, öğrencilerin onayı alınarak kaydedilmiştir. Bu makalede cebirsel düşünmenin örüntü tanıma bileşenine odaklanılmıştır. Video analizi ve öğrencilerin yanıtları, onların cebirsel düşünme süreçlerinin örüntü tanıma bileşeninde gelişme gösterdiğini ve ayrıca, nitel analiz yoluyla yapılan örüntü tanıma bileşeni değerlendirmesi de, öğrencilerin cebirsel düşünme becerilerinde önceki performanslarına göre bir gelişim olduğunu göstermiştir. Sonuçlar, öğrencilerin cebirsel düşünme becerilerini geliştirmek ve cebir öğrenimlerini desteklemek için görev temelli öğretimin etkili bir yöntem olabileceğini göstermektedir.

Anahtar Kelimeler

Cebirsel düşünme, örüntü görevleri, görev destekli öğretim, görev tasarımı

Proje Numarası

215K049

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