The effect of socio-mathematical norms supported inquiry based teaching on students' algebraic thinking processes

Within the scope of this research, it is aimed to examine the effect of inquiry-based teaching supported by socio-mathematical norms on the algebraic thinking processes of seventh grade students. In the conducted research, the change in the algebraic thinking processes of 7th grade students with different academic achievement levels and studying in the same classroom environment before and after inquiry-based mathematics teaching is compared. Students' algebraic thinking processes are analyzed in the context of their generalization skills. In addition, the norms and skills that emerged together with the socio-mathematical norms integrated into the inquiry-based teaching process in the research are explained in the light of audio and video recordings and in-class dialogues. Qualitative research methods are used in the research. The sample of the study consists of nine seventh grade students selected by purposive sampling method from an official secondary school in Ordu. The research focuses on examining how students' algebraic thinking processes change in the context of instruction and the quality of instruction, rather than assessing students or revealing definitive judgments on algebraic thinking processes. In this context, the case study was determined as a research design. In the study, four different data collection tools were developed by the researcher. The first data collection tool was the Algebraic Thinking Process Pre-Evaluation Form and the Post-Instruction Algebraic Thinking Process Evaluation Form, which were developed for the analysis of the algebraic thinking processes of the students before and after the instruction. Another data collection tool is the Course Content of Inquiry-Based Teaching Supported by Socio-mathematical Norms. The last data collection tool is the Semi-Structured Interview Form on the Analysis of Algebraic Thinking Processes. Within the scope of the research findings, it was seen that inquiry-based instruction supported by socio-mathematical norms improved the algebraic thinking processes of seventh grade students in the context of pattern generalization skills. In line with the results of the research, it was determined that the students showed the most immature inductive approach before inquiry-based instruction, while it was found that the students made a high level of algebraic generalization after the instruction. The findings show that a teaching process that is based on questioning and the learning environment created in this direction; It has been determined that students have made progress in questioning the relationships underlying the pattern, making an algebraic generalization, and using the given pattern effectively in order to obtain an algebraic rule.