Investigation of mathematics teachers' teaching practices in transition to algebra in the context of letter symbols

Abstract

Algebra is built upon strong arithmetic foundations, so a smooth transition from arithmetic to algebra is crucial. As part of the transition process to algebra, the meaning and use of letter symbols plays a critical role. Meanwhile, the lack of studies with teachers draws attention. Specifically, this study examines secondary school mathematics teachers' instructional practices related to the meaning of letter symbols in the transition from arithmetic to algebra. Through the use of a case study design, the study was conducted in the academic year 2021-2022. The study group consisted of six mathematics teachers from secondary schools. In-class observations and clinical interviews were used as data collection tools. Qualitative analyses were conducted on in-class observations of teachers. According to the findings of the study, the teachers made the transition from informal symbols to letter symbols rapidly, without adequately emphasizing the meanings of the letter symbols. Teachers' practices regarding the meaning of letter symbols should be guided by in-service trainings conducted in this regard.