Turkish Journal of Mathematics Education

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

2024-08-31T09:04:18+03:00

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.

Mapping Students’ Interest and Commitment to Mathematical Tasks at Various Secondary Education Stages: The Case of Cameroon

2024-09-22T11:16:05+03:00

This study investigates the dynamics of student interest in and commitment to mathematical tasks across different stages of secondary education in Bamenda Municipality. By examining students in the early (Form 1), intermediate (Form 4), and advanced (Form 6) stages, the research aims to understand how interest in and commitment to mathematics tasks evolve throughout secondary school. Using a cross-sectional developmental research design, data were collected from 375 students across five secondary schools using a self-designed questionnaire assessing interest and commitment levels. Statistical analysis, including ANOVA and Pearson correlation, revealed significant differences in both interest and commitment across the educational stages, with high levels at the start, a decline during mid-secondary years, and a partial rebound in advanced stages. A strong positive correlation between interest and commitment was found, suggesting that increased interest is associated with higher commitment to mathematical tasks. The study highlights the need for targeted educational strategies to maintain and enhance student engagement in mathematics. Recommendations include developing interactive and relevant curriculum materials, implementing support programs during critical stages, fostering a growth mindset, and involving parents and communities. The findings emphasize the importance of continuous support and strategic interventions to improve students' mathematical engagement and success.

An Assessment of the Alignment of Transformation Geometry with Van Hiele Levels in Uganda’s Lower Secondary Mathematics Curriculum

2024-09-29T12:43:06+03:00

This study investigates the alignment of transformation geometry learning outcomes with the Van Hiele levels of geometric reasoning within Uganda’s secondary mathematics curriculum. Using the Van Hiele model as a framework, the study evaluates whether the curriculum effectively supports students’ cognitive development in geometry. An analysis of the learning outcomes associated with transformation geometry specifically reflection, rotation, and enlargement reveals a partial alignment with the Van Hiele levels of visualization, analysis, abstraction, and deduction. The findings indicate that while outcomes related to visualization and basic analysis are well-aligned, there are significant gaps in outcomes requiring higher-order reasoning, particularly at the abstraction and deduction levels. Specifically, the curriculum underemphasizes tasks that involve formal deductive reasoning and the application of complex geometric transformations. These gaps suggest that the curriculum may not fully support students' progression to higher levels of geometric understanding. The study concludes with recommendations for curriculum enhancement to better align learning outcomes with the cognitive demands of the Van Hiele model, thereby fostering deeper mathematical reasoning among secondary students in Uganda.

Teacher Opinions about GeoGebra Activities Prepared for Geometry Content Area in 7th Grade Mathematics Course

2024-08-21T15:29:33+03:00

In this study, it was aimed to evaluate the GeoGebra activities developed for teaching the 7th-grade mathematics course geometry learning domain within the scope of teacher opinions. In this direction, 13 GeoGebra activities prepared for teachers were presented in detail and teachers' opinions about each activity were taken. The sample of the study, in which the case study method was used, consisted of 16 elementary mathematics teachers with different years of working in the profession. GeoGebra Activities Review Form prepared by the researcher on Google Forms was used as a data collection tool in the study. The GeoGebra Activities Review Form consists of 5 rating questions to examine the GeoGebra activities developed in the dimensions of suitability to the subject, suitability to the student level, suitability for application in the classroom environment, encouraging active participation and contribution to the development of meaningful learning, and 3 open-ended questions about whether there are missing, excessive or aspects that should be changed. According to the data obtained from the research, it was concluded that the prepared GeoGebra activities were effective and the use of the activities in the lessons would contribute to the increase in students' mathematics achievement. In line with the results obtained from the research, it is recommended that the prepared activities be implemented in classroom environments in order to obtain permanent results for the effect of GeoGebra activities that are found effective by teachers.