In this study, it was aimed to improve fourth-grade students’ generalization and justification strategies, and an early algebra teaching experiment was applied for this purpose. In the study, data were obtained through focus group interviews, student worksheets, and video and audio recordings during the research. The data obtained were analyzed by descriptive analysis. In the study, students carried out activities of continuing the pattern, expanding it, completing the missing element, and identifying the pattern rule. It is observed that students used written, verbal, mathematical, and visual representations in their pattern activities. As a result of the study, it was found that students reached generalizations using counting, modeling, iterative, whole-object, contextual, and linear strategies in the teaching experiment. Moreover, it is seen that students used explanation, figural, numerical, and algebraic strategies to verify their generalizations. In line with these results, it is concluded that the early algebra teaching experiment performed with primary school fourth-grade students is effective in students’ generalization and justification strategies.
Cite this article as: Yüce, S., & Şen, C. (2022). 4. Sınıf Öğrencilerinin genelleme ve gerekçelendirme stratejilerinin gelişimini amaçlayan bir erken cebir öğretim deneyi. HAYEF: Journal of Education., 19(3), 195-209.