A teaching experiment to develop algebraic thinking structures of 4th grade students

In this research, the development of algebraic thinking structures of 4th grade students was aimed and for this purpose early algebra teaching was applied. In this study, a teaching experiment model, one of the qualitative research designs, was used. Participants were included in the study by being determined by purposeful sampling. Within the scope of the teaching experiment, expanding pattern studies involving number and shape patterns for 14 sessions were carried out. In order to examine the algebraic thinking structures of the students during the teaching experiment, data were obtained through focus group interviews, non-participant observation, student handouts, video and audio recordings. The obtained data were analyzed by descriptive analysis. In the study, the students carried out activities to continue the pattern, expand, complete the missing item, and define the pattern rule. It was observed that the students used written, verbal, mathematical and visual representations in their pattern studies. As a result of the study, it was seen that the students reached generalization by using counting, modeling, iterative, expansion to the whole, contextual and linear strategies in the teaching experiment. In addition, it is seen that students use figural, numerical, and algebraic strategies to confirm their generalizations. When the students' emerging functional thinking is examined, it is seen that iterative, covariational and covariate thinking are effective. In line with these results, it was concluded that the early algebra teaching experiment conducted in the research was effective in the context of various components of the students' algebraic thinking structures.