The objective of this article is to analyze the degree of analyticity in the reasoning of both the 6th grade of elementary school and the first year of middle school, related to activities called comparison problems which are qualified as conducive to emerge analytical reasoning characterizing algebraic thinking according to several researchers (Bednarz et al., 1996; Radford, 2010; Squalli, 2000). The results we found show that a powerful algebraic potential exists in these types of activities. Moreover, they show that the letter’s presence or absence did not prevent the students from deploying sophisticated analytical reasoning.
Received: 21 June 2022 / Accepted: 18 August 2022 / Published: 2 September 2022
The purpose of this research is to study the effectiveness of the process of modeling with GeoGebra in the development of algebraic modeling skills and to measure the impact of this program on students' interest in solving extra-mathematical and intra-mathematical problems. To achieve these objectives, we used the quasi-experimental design, where the research sample is composed of 56 students (aged 13–14 years old). The methodology consists of comparing the modeling process between an experimental group using the GeoGebra environment and a control group in the traditional environment. The results show a statistically significant difference in the students' average scores between the two groups. Generally, the experimental group that adopted GeoGebra scored higher than the other group. Interest in solving algebraic problems was higher for the experimental group. On the contrary, for the control group, students' interest in extra-mathematical problems was lower than their interest in intra-mathematical problems. On the other hand, there was no difference in the experimental group.
Received: 14 October 2022 / Accepted: 19 December 2022 / Published: 5 January 2023
To identify the institutional relationship to modeling as an element of algebraic thinking, this article aims at analyzing the algebraic potential residing in the modeling activities that appear in the school textbook "Al-Moufid"; referring to the Anthropological Theory of Didactics (TAD) developed by Chevalard(1999) and to the Epistemological Reference Model of Algebraic Thinking (MERPA) proposed by Najar et al.( 2021). This official textbook is for 1st-year secondary Moroccan students (Age 12 to 13), as a level in which the arithmetic-algebra transition is manifested. In this institution, the pedagogical guidelines treat modeling as a skill to be developed in students without making an explicit definition or a link with the development of algebraic thinking. This analysis shows the considerable presence of modeling activities but with insufficient algebraic potential. On the other hand, several proposed modeling activities do not allow students to go completely through the modeling process as described by Chevallard (Chevallard, 1989).
Received: 17 October 2022 / Accepted: 29 December 2022 / Published: 5 January 2023
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