Can students who do not have algebra training with different proportional reasoning skill use algebra for proportionallity problems?

This research aimed to investigate the relationship between the proportional reasoning skills of 4, 6 and 7th-grade students and their success in solving proportion problems involving algebra. The study analyzed students' proportional reasoning skills, their perceptions of the concept of algebra, and their equation-building and problem-solving strategies. Employing a mixed-methods approach, quantitative data were collected using the "Proportional Reasoning Test" and the "Algebra - Ratio Achievement Test," while qualitative data were gathered through student interviews and analyzed. Students from 4th, 6th, and 7th grades attending schools in the central district of Bolu were included in the study. The findings revealed that students struggled to define and comprehend the concept of algebra. It was observed that even students with high proportional reasoning skills exhibited potential in symbolizing unknowns, but they could not fully utilize this due to a lack of formel algebra knowledge. Students also showed significant limitations in equation-building skills and had difficulty verbally expressing their problem-solving processes.