Students’ Algebra Achievement, Algebraic Thinking and Views in the Case of Using Algebra Tiles in Groups

Authors : Büşra ÇAYLAN ERGENE, Çiğdem HASER

Pages : 254-281

Doi:10.17522/balikesirnef.1019292

View : 16 | Download : 9

Publication Date : 2021-12-31

Article Type : Research Paper

Abstract :The study investigated how using algebra tiles in group work affected students’ algebra achievement, algebraic thinking and views about using algebra tiles. 40 sixth grade students in the same school participated in a pretest-posttest control group design study. Students in the experimental group insert ignore into journalissuearticles values(EG); used algebra tiles in groups and those in the control group insert ignore into journalissuearticles values(CG); continued with their regular instruction. Prior Algebra Knowledge Test and Algebra Achievement Test were implemented to both groups as pretest and posttest. EG students expressed their views in the Views about Algebra Tiles Questionnaire. Although students’ performances did not differ in the statistical analysis in both tests, qualitative analysis of the responses revealed that algebra tiles had positive effect on EG students’ algebraic thinking. EG students indicated that using algebra tiles in group work supported their learning, they made them understand the concepts meaningfully, and the lessons were more enjoyable.
Keywords : algebra tiles, algebra achievement, algebraic thinking, middle school students, group work