Investigation of the 8th Grade Students’ Errors and Misconceptions About Simple Visual and Algebraic Expressions

Birgin, Osman; Demirören, Kayhan

doi:10.20860/ijoses.797472

Cited by 9 publications

(3 citation statements)

References 15 publications

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“…In Birgin and Demirören's (2020) study, an algebra test was applied to 120 8 th grade students and the students' mistakes in simple visual and algebraic expressions were mentioned, and it was seen that it was caused by incorrect algebraic operation selection, misinterpretation by ignoring shape patterns, ignoring parenthesis in algebraic expressions, and arithmetic operation error. Similarly, in this study, it was determined that the students chose algebraic expressions incorrectly, ignored the order of the operation, and had problems in the transition from arithmetic to algebra.…”

Section: Discussionmentioning

confidence: 99%

“…In an algebra teaching process that is free from misconceptions, algebraic thinking will be built on solid foundations and algebraic thinking will be developed. The literature and practice show that algebraic thinking is of great importance in our country and should be developed and placed on solid foundations (Birgin and Demirören, 2020;Gülpek, 2006;Kaya and Keşan, 2017;Usta and Gökkurt Özdemir, 2018). However, when the literature is examined, it is seen that there are studies examining misconceptions about algebra, but there are not enough studies on algebraic thinking.…”

Section: Introductionmentioning

confidence: 99%

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What Was and Is Algebraic Thinking Skills at Different Education Levels?

Töman¹,

Gökburun²

2022

WJE

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The aim of this study is to determine the algebraic thinking levels, misconceptions and understanding levels of algebraic expressions of 6th, 7th and 8th grade students. In this research, developmental research methods, which is one of the descriptive studies, were used. This study was carried out with secondary school students (6th, 7th and 8th grades) studying in a public school located in a province of the Eastern Anatolia Region in Turkey. The sample of the study consists of 82 students studying at secondary school in the second semester of the academic year 2020-2021. Algebraic thinking levels determination form (ATLDF), consisting of 8 questions and 4 levels, and interview were used as data collection tools. The test was administered to 33 students from 6th grades, 21 students from 7th grades and 28 students from 8th grades, and then interviews were conducted. From the tests and interviews, it was seen that the students had 30 misconceptions about algebraic expressions, that their algebraic thinking levels were quite low, that there were only 3 students who could reach Level-4 and all of these students were female students. From the results, it was concluded that the algebraic thinking level of the students who have problems in the transition from arithmetic to algebra is low; and therefore, it was suggested that the connection between arithmetic and algebra should be established firmly, and studies should be done in this direction.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

What Was and Is Algebraic Thinking Skills at Different Education Levels?

Töman¹,

Gökburun²

2022

WJE

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“…Therefore, it is useful to benefit from visual shapes in the teaching of lessons (Birgin & Demirören, 2020).Visual proofs of algebraic identities can be proved by using visual materials. The lgebraic and visual proofs of each one of the basic algebraic identities are presented below respectively step by step.…”

Section: Visual Proofs Of Algebraic Identitiesmentioning

confidence: 99%

Visualization of Algebrary Identifications in Rxrr2 (Plane) at Secondary Level

Tekin¹

2023

ijoess

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It is known that mathematics has an important effect on the development of science and technology. Identities, which are widely used in many branches of science, form the basis of some mathematics courses such as algebra. However, it appears as one of the learning areas of secondary school 7th grade mathematics and is seen as one of the difficult subjects to learn. The fact that there are many and abstract formulas about identities is difficult for students to remember. Therefore, visualization is important in teaching abstract concepts in a meaningful way and in associating concepts with daily life. Visualization is the use of mathematical and geometric symbols, shapes, diagrams, etc. to make something unseen imaginable. It is the drawing or showing of the shape and picture of an abstract concept with the help of pencil and computer. Visualization and visual proof are central to mathematics. The visualization approach is used in mathematics and mathematics education as a tool, not as a goal in the lessons. Identities are seen as one of the learning areas that we encounter in the solution of problems that we encounter in our daily lives and that are difficult to learn. In this direction, the visual proofs of the identities in R2 are shown in detail to the researchers thanks to the visualization approach, so that the algebraic identities can be learned more easily. Although identities are an important learning area in mathematics and algebra lessons, they are thought to be difficult to understand and learn by students. In line with this idea, students have difficulty in understanding identities as the visual models from which identities are obtained are not adequately expressed by the teachers and are not associated with daily life. For this reason, it is suggested by mathematics teachers that as a solution to this problem, visualizing abstract mathematical concepts in lessons or showing algebraic and visual proofs of some theorems may be beneficial. In this study, which was planned as a theoretical study, Within the scope of descriptive scanning model, document analysis technique was used. Visual proofs of basic algebraic identities are shown to researchers in detail by using geometric figures. In line with this purpose, some suggestions have been made to shed light on this issue for interested researchers.

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Investigation of the 8th Grade Students’ Errors and Misconceptions About Simple Visual and Algebraic Expressions

Birgin

Demirören

2020

Uluslararası Sosyal Ve Eğitim Bilimleri Dergisi

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Bu araştırmanın amacı, 8. sınıf öğrencilerinin görsel ve cebirsel ifadeler konusundaki hata ve kavram yanılgılarını incelemektir. Çalışma gurubunu Afyonkarahisar ilinde sekizinci sınıfta öğrenim gören 120 ortaokul öğrencisi oluşturmaktadır. Veriler basit görsel ve şekil örüntülerini cebirsel ifade etmeyi gerektiren biri çoktan seçmeli 4'ü açık uçlu sorudan oluşan cebir testi ile toplanmıştır. Veriler betimsel ve içerik analizi yapılarak analiz edilmiştir. Araştırma sonucunda cebir geometri ilişkisini kuramayan öğrencilerin cebirsel ifadeleri anlamakta zorlandıkları ve örüntüden cebirsel denkleme geçemedikleri tespit edilmiştir. Ayrıca öğrencilerin basit görsel ve cebirsel ifadelerdeki hataların yanlış cebirsel işlem seçimi, cebirsel ifadelerde parantezi dikkate almama, şekil örüntüsünü yanlış yorumlama ve aritmetik işlem hatasından kaynaklandığı görülmüştür. Aritmetikten cebire geçişi kolaylaştırmak amacıyla cebir öğretiminde somut materyallerden ve görsellerden daha çok yararlanılması önerilir.

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Investigation of the 8th Grade Students’ Errors and Misconceptions About Simple Visual and Algebraic Expressions

Cited by 9 publications

References 15 publications

What Was and Is Algebraic Thinking Skills at Different Education Levels?

What Was and Is Algebraic Thinking Skills at Different Education Levels?

Visualization of Algebrary Identifications in Rxrr2 (Plane) at Secondary Level

Investigation of the 8th Grade Students’ Errors and Misconceptions About Simple Visual and Algebraic Expressions

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