The Conceptions of high school teachers on learning and teaching algebra

At the beginning of the research, resources related to the topic were scanned and following this the project was prepared. As a means of collecting data, an interview form was prepared. The interview form was prepared so as to identify the conceptions of teachers on teaching and learning algebra. Again with this interview form, conceptions of the teachers on learning and teaching factorisation of equations were determined. These conceptions put forward by the teachers were compared and displayed. The research was carried out with those six selected mathematics teachers who give lectures in these schools in Ankara: Ankara Science High School, Etimesgut Anatolian High School, Raşit Hatipoğlu High School, Polatlı High School and İskitler Technical and Industrial Trade High School. While analysing the datum, conceptions of teachers were compared and commented on the basis of phenomenographic method. At the end of this present research, results based on the datum were emphasized. It was found at the end of the research that the structure of algebra, capacity of students, text books, teachers, curriculum and students' attitudes to algebra largely influence the learning and teaching of algebra. It was also concluded that abundancy of identities, letter-based expressions of the subject, deficiency of basic knowledge of students and examples given by teacher during the lesson affect the learning and teaching factorisation. In view of research findings, some suggestions were given to researchers and teachers about "the learning and teaching algebra".