Reflections from a Learning Environment Supporting Algebraic Reasoning of Eighth Grade Students

Abstract

The aim of this study is to present reflections from a classroom environment that supports students' algebraic reasoning. Using the action research method, the study was conducted with 25 students (12 girls and 13 boys) in the 8th grade at a middle school in Trabzon. Within the scope of the study, the components of algebraic reasoning and the indicators reflecting these components were first identified. Then, taking these indicators into consideration, a planning of approximately 10 lesson hours was made and implemented for three objectives belonging to the algebra learning domain at the 8th grade level. Data were collected and analyzed with the help of video recordings, students' written solutions and field notes. The results of the study revealed that students (i) were generally successful in making connections and relationships and using different representations, (ii) needed support in critical thinking and making inferences and had difficulties in making individual decisions, and (iii) had the most problems in using symbols meaningfully and making sense of algebraic ideas, thoughts and approaches. The basis of these difficulties was found to be the students' readiness about algebra.