Put ka simbolima u algebri: od realističnih situacija do simboličkog jezika
A Route to Understanding Symbols in Algebra: from Real-life Situations to Symbolic Language

Summary/Abstract: In this paper, the authors present a learning framework for introducing letters as symbols for the unknown and variable in mathematics, a framework that is based on real-life situations, their modeling and translation into algebraic language. In the empirical part of the paper, we conducted a research with the aim of investigating the effects of such an approach on the development of algebraic symbolic thinking ability of the students in the early elementary school grades. The research was conducted on a sample of 257 fourth-grade students of primary school in the Republic of Serbia, by using an experimental method with parallel groups. The research results show positive effects of the implemented approach on a better understanding of symbolic notation and a greater degree of algebraic generalization. These results confirm the hypothesis that the introduction of algebraic symbols through real-life problems and context-related activities can significantly improve students’ ability to use algebraic notation and interpret it correctly. In this paper, the authors present a learning framework for introducing letters as symbols for the unknown and variable in mathematics, a framework that is based on real-life situations, their modeling and translation into algebraic language. In the empirical part of the paper, we conducted a research with the aim of investigating the effects of such an approach on the development of algebraic symbolic thinking ability of the students in the early elementary school grades. The research was conducted on a sample of 257 fourth-grade students of primary school in the Republic of Serbia, by using an experimental method with parallel groups. The research results show positive effects of the implemented approach on a better understanding of symbolic notation and a greater degree of algebraic generalization. These results confirm the hypothesis that the introduction of algebraic symbols through real-life problems and context-related activities can significantly improve students’ ability to use algebraic notation and interpret it correctly. In this paper, the authors present a learning framework for introducing letters as symbols for the unknown and variable in mathematics, a framework that is based on real-life situations, their modeling and translation into algebraic language. In the empirical part of the paper, we conducted a research with the aim of investigating the effects of such an approach on the development of algebraic symbolic thinking ability of the students in the early elementary school grades. The research was conducted on a sample of 257 fourth-grade students of primary school in the Republic of Serbia, by using an experimental method with parallel groups. The research results show positive effects of the implemented approach on a better understanding of symbolic notation and a greater degree of algebraic generalization. These results confirm the hypothesis that the introduction of algebraic symbols through real-life problems and context-related activities can significantly improve students’ ability to use algebraic notation and interpret it correctly.

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