Fatemeh Zahra Heidari; Nasim Asghari; Ali Delavar
Abstract
This research examined the construction of algebraic concepts in the 3rd chapter of the 7th-grade mathematics textbook, utilizing Sfard’s and Tall’s theoretical frameworks. Content analysis was employed to achieve the research’s goal of understanding the process by which algebraic concepts ...
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This research examined the construction of algebraic concepts in the 3rd chapter of the 7th-grade mathematics textbook, utilizing Sfard’s and Tall’s theoretical frameworks. Content analysis was employed to achieve the research’s goal of understanding the process by which algebraic concepts are developed in the context of the specified curriculum. This particular research design is considered to be qualitative and focused on the development of educational content, rather than empirical in nature. This study, in terms of its purpose and design, falls under the applied research and non-experimental groups respectively. The chapter in question covers four sections, namely numerical patterns, algebraic expressions, numerical values of algebraic expressions, and equations. This study investigated the process of constructing algebraic concepts, specifically variables and algebraic expressions, utilizing the theoretical frameworks of Sfard and Tall. The research findings suggest that the educational process of algebraic concepts in the textbook tends to follow an accelerated timeline which skips or overlooks the condensation stage (the second stage in the concept development process) and quickly transitions to the reification stage (3rd point in the concept development process). In some instances, the entire condensation stage may even be bypassed, leading to insufficiently developed and understood mathematical concepts and subsequent learning difficulties. Additionally, the research findings are consistent with the theories of concept development proposed by Gray and Tall. Specifically, the construction of the concept has remained at the procedural stage and has not reached the final stage. As such, it is evident that the students have not developed a structural understanding of variables and algebraic expressions.
