The Effects of Pattern-Based Algebra Instruction on Students’ Algebraic Thinking and Attitude Towards Mathematics

The purpose of this study is to investigate the effects of pattern based and non-pattern based algebra instruction on seventh grade students’ algebraic thinking and attitude towards mathematics. quantitative research study was used in data collection, analysis and interpretation. quasi experimental design with pre-test and post-test of control group was utilized for this study. this study was conducted in two seventh grade classes from a public school in the 2008–2009 academic year, lasting six weeks. the experimental group received an algebra instruction designed with pattern based activities and the control group took the instruction based on the elementary education mathematics program. after the implementation of activities, data collection session was completed with post-tests and interviews with students from experimental group. in order to evaluate students’ conceptual algebra achievement, conceptual algebra test (cat) which was developed by küchemann and his colleagues and was adapted into turkish by akkuş (2004) was used. in addition to this, in order to examine their procedural algebra achievement, procedural algebra test (pat) which was developed by akkuş (2004) was implemented. students’ attitudes towards mathematics was determined by aşkar’s (1986) attitudes towards mathematics scale (atms). furthermore, semi-structured student interviews were conducted with the students from experimental group. data were analyzed by using t-test analysis. results showed that pattern-based instruction had a significant effect on experimental group students’ conceptual algebra development. there was no significant difference between experimental and control groups in terms of procedural algebra achievement and attitudes towards mathematics. in semi-structured interviews, the instruction was estimated as efficent by students and they suggested that pattern based activities should be used in every mathematics classroom.