Designation, implementation and evaluation of activities to ensure transition from aritmetic to algebra

It is a known fact that students in secondary school level face some certain difficulties when passing to algebra which is a continuation of aritmetic sucbjects they learn in maths. Designing and implementing activities that will help students concretize abstract concepts in maths during transition from aritmetic to algebra has been seen as factor contributing to students? effective learning of algebra subjects. The study aims to design and implement activities that will ease 7th grade students? transition from aritmetic to transition and to assess effects of these activities on learning of algebra. The study was conducted in 2010-2011 educational year in a state primary school located in Gaziantep province. Within the context of the study, 2 groups of students, one being control and the other experiment group, studying in 7th grade in the school mentioned took part in the study and these two groups constitute the sampling of the research. Considering that students who have received actvitity-based instruction were found to be more succesful than those who have learnt in traditional way, teachers are advised to ensure students? active participation in the class and act only as a facilitator.