Examınatıon of Actıvıtıes and Problems Orıented Toward Algebra Readıness Indıcators Proposed by Pre-Servıce Mathematıcs Teachers

Şahal M., Özdemir A. Ş.

Acta Didactica Napocensia, vol.12, no.1, pp.165-176, 2019 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 12 Issue: 1
  • Publication Date: 2019
  • Doi Number: 10.24193/adn.12.1.12
  • Journal Name: Acta Didactica Napocensia
  • Journal Indexes: ERIC (Education Resources Information Center)
  • Page Numbers: pp.165-176
  • Yıldız Technical University Affiliated: Yes


Algebra, which is one of the learning domains of mathematics, is one of the most difficult ones for students as operative and semantic. For this reason, it is necessary to emphasize required importance on teaching algebra from early periods. Teachers have major roles in this process. The courses, taken by pre-service teachers in undergraduate, about teaching algebra in the learning environments and the studies done with them about teaching algebra have importance. In order to deal with the difficulties about teaching and learning algebra, Bottoms (2003) claims that students should become ready for further topics about algebra from middle school to until the duration of high school period. In regard to this view, five different process indicators and 12 different content indicators were determined. Three levels were determined for the indicators as basic, proficient and advanced (SREB, 2008). The purpose of this study is to examine the activities and problems oriented toward algebra readiness indicators, proposed by pre-service mathematics teachers in terms of levels introduced by SREB (2008). The study is based on qualitative research methodology. Participants of the study are 23 pre-service mathematics teachers from a public university in Turkey. The study was done in 2017-2018 fall term. The data was analyzed with respect to content analysis and descriptive statistics. Findings showed that whereas 65.22% of preservice mathematics teachers proposed activities in the level of basic and proficient, 56.23% of them developed activities in advanced level. Besides, it was also reached that pre-service teachers proposed at least one activity for each level. Yet, proposed activities and problems were not related to daily life contexts.