Reflections from Classroom Activities of Teachers Teaching at Different Grade Levels on the Development of Algebraic Thinking: Generalised Arithmetic

Abstract

This study investigated the classroom teaching activities/practices of teachers working at different grade levels for the development of algebraic thinking in the context of generalised arithmetic. Case study method, one of the qualitative research designs, was used in the study because it provides the opportunity to examine the situations that take place in natural environments in detail and in depth. The study was conducted with a total of eight secondary mathematics and classroom teachers teaching at the 3rd, 4th, 5th and 6th grade levels. The lesson environments of many learning outcomes related to algebraic thinking and determined by expert opinion were observed at different time intervals throughout the 2021-2022 academic year. In order to prevent data loss regarding the observations, the observations were recorded with video and then the dialogues between the teacher and the students were transcribed. In addition, the observation data were supported by informal interviews with the teachers to clarify the situations that were not understood after the observed lessons. The data were analysed with the descriptive analysis technique, which is one of the qualitative data analysis techniques, taking into account the generalised arithmetic sub-theme in the theoretical framework of algebraic thinking themes created with the support of the literature and expert opinion, and then the results were supported by discussions based on the literature. As a result, it was determined that secondary mathematics and classroom teachers give very little place to teaching activities/practices to support algebraic thinking in the context of generalised arithmetic and in this sense, they cannot support the development of algebraic thinking very much. Therefore, it is very important to organise in-service training seminars for teachers on early algebra and algebraic thinking.