Investigation of Patterns in Secondary School Mathematics Textbooks in the Context of Transition from Arithmetic to Algebra

Abstract

Algebra can be defined as a mathematical language that has a more abstract structure than arithmetic and it includes variables, symbols, and patterns. Studies show that students face some difficulties in algebra. The transition process from arithmetic to algebra it is thought to be an important reason for the difficulties encountered in the field of algebra, as it acts as a bridge for the development of algebraic thinking. The basis of algebraic thinking is the generalization of patterns. In this context, it is important to provide a meaningful transition process from arithmetic to algebra in textbooks. This study aims to examine the subject of patterns in secondary school mathematics textbooks in the context of the transition from arithmetic to algebra. In this study, the document analysis method, which is one of the qualitative research approaches, was used. The data of the study were obtained by examining the mathematics textbooks recommended by the Ministry of National Education, which are used at the 5th and 7th-grade levels of secondary school in the 2020-2021 academic year. The subject of patterns in the textbooks has been examined in this direction by determining the important situations in the literature about pattern generalization. The results of the research show that the only solution method is generally included in the pattern generalization in the textbooks and the students are not allowed to find different strategies while reaching the general rule, and the examples for decreasing patterns are quite limited. It is suggested that more than one solution method should be included in the activities related to the pattern topic, different pattern examples such as decreasing, shape, and number should be included, as examples that could guide students to find different strategies and create a discussion environment should be included.