Arithmetic and Algebraic Dynamics: Approaches of Teacher Candidates

Abstract

Transition from arithmetic to algebra starts from early ages around 6. grade but this foundations effects whole life time. At the same time, algebraic thinking is an important component at the different disciplines such as physics, chemistry, and biology. The key variable is undouptedly preservice middle school mathematics teachers for this foundations. But there is not enough study about determining of arithmetic- algebraic thinking style of preservice teachers. The purpose of this study was to explore the preservice teachers  arithmetic  and algebraic thinking structures during problem posing activities. The data gathered by means of  working sheets including problem posing activities and  interviewing with preservice teachers and analyzed by content analysis. Teachers candidates differs from their thinking style about arithmetic thinking, algebraic thinking and their up and lower levels.  Consequently,  it is determined that preservice teachers can not transfer sufficiently of algebraic thinking styles frequently used in problem solving to the problem setting situation.