Learning algebra with geogebra activities: Examination of the mathematical practices of seventh grade students

The aim of this study is to articulate the development of seventh-grade students' algebraic thinking in terms of the subject of "Equality and Equations" through GeoGebra activities and computer-assisted mathematics teaching. In the teaching experiment process designed for this purpose, students' mathematical practices and actions were examined. The research was designed with a teaching experiment design, which is a qualitative research type. The research took place in the 2022-2023 academic year at a public middle school. In the first phase of the research, a pre-test was applied to 94 seventh grade students on the topic of "Equality and Equations. In the second phase, a pilot participant and four main participant students were selected according to the certain criteria. The students' algebraic thinking was analyzed according to Sfard's (1991) theory of operational and structural understanding. Video and audio recordings taken during the interviews and the implementation of the activities, pre-post tests, and the activity sheets used in the teaching activities were used as data sources. The collected data were analyzed qualitatively through ongoing and retrospective analysis. The findings showed that students' practice using the dynamic hanger diagram model via GeoGebra supported their structural understanding of the balance meaning of equality and the principles of the preservation of equality. Students experienced solving equations by using the principles of the preservation of equality through the hanger diagram model, which represents the equation. The study showed that the experience supported the students in developing their structural understanding of equation solving. Additionally, during the teaching experiment, it was observed that students' deficiencies in their prior arithmetic knowledge negatively influenced their algebraic thinking processes.