The relationship between algebraic reasoning levels, learning styles and academic achievements of 7th grade students

The purpose of this study is to examine the relationship between 7th-grade students' algebraic reasoning levels, learning styles, and academic achievement. The sample of the study consists of 245 seventh-grade students randomly selected from seven different secondary schools in the province of Kars. To assess students' algebraic reasoning levels, the "Algebraic Reasoning Assessment Tool" was used, while their learning styles were determined through the "Grasha-Riechmann Learning Styles Scale." In addition, students' academic achievement was evaluated based on their first-term mathematics report card grades. The findings revealed significant relationships between students' algebraic reasoning levels and their learning styles. In particular, students with independent and participant learning styles achieved significantly higher scores on the algebraic reasoning test. In contrast, those with avoidant and dependent learning styles demonstrated lower levels of algebraic reasoning compared to their peers. Furthermore, a positive and significant correlation was found between students' algebraic reasoning levels and their mathematics achievement scores. Students with higher algebraic reasoning levels generally had higher mathematics grades, and this relationship was especially evident in the functional thinking and generalization subdimensions. These results suggest that students' learning styles may play a critical role in the development of algebraic reasoning and academic success. Therefore, adopting instructional strategies that accommodate different learning styles can be considered essential for supporting students' reasoning and achievement in mathematics.