A study on the effects of multiple representations-based instruction on students' algebraic reasoning skills, algebraic thinking levels and attitudes towards mathematics

The purpose of this study is examining the effects of the computer-assisted multiple representations based instruction on the algebraic reasoning skills, algebraic thinking levels and attitudes towards mathematics of the 7th grade students. The experimental study was designed according to the pretest-posttest control group design model and conducted on sixty 7th grade students, 30 of whom was the experimental group, and 30 of whom was the control group, studying at a state school located in Buca District, İzmir, in 2014-2015 academic years. It was determined with the analyses of the data obtained via the measurement tools that the two groups were at the same level before the experimental study started. The computer-assisted multiple representations based instruction was applied to the experimental group and the traditional teaching method was applied to the control group. The quantitative research method was used in the study. The Chelsea Diagnostic Algebraic Test was used as the data collection tool in order to measure the algebraic thinking levels of the students; the Algebraic Reasoning Evaluation Tool was used in order to determine the algebraic reasoning skills of the students; and the Mathematical Attitude Scale was used in order to examine the attitudes of the students towards mathematics. The computer-assisted activities were prepared with the GeoGebra program; and the SPSS 15.0 package program was used in analyzing the obtained data. The Shapiro-Wilks Normality Test, Dependent t-Test, Independent t-Test, Mann-Whitney U Test and the Wilcoxon Signed-Rank Test were used in the analyses of the data. According to the results of the study a meaningful difference was found between the Chelsea Diagnostic Algebra Test and Mathematical Attitude average points of the experimental group students and the points of the control group students in favor of the experimental group. In addition, it was also determined that the computer-assisted multiple representational based instruction which was conducted on the students in the experimental group was effective in terms of using the different algebraic expressions of the same data, determining the proper algebraic reasoning, making the algebraic operations directed towards deduction, making decisions on the accuracy of the result and on the solution method, developing the problem solving skills that were not routine when compared with the traditional teaching method that was applied in the control group. Key Words: Multiple Representation Based Instruction, Algebraic Reasoning Skill, Algebraic Thinking Level, Attitudes Towards Mathematics.