Abstract
Introducing initial algebraic principles poses a significant challenge, often compounded by the inherent abstract nature of algebra. This article introduces an innovative pedagogical approach that promotes the use of algebra tiles, a didactic manipulative material formed by a collection of geometric pieces symbolizing distinct algebraic monomials. Additionally, this article includes the findings of a quasi-experimental study that applied this inventive teaching method. This research was carried out across two separate classes of 15 students (10 boys and five girls) of first year of compulsory secondary education. One group of students adhered to the conventional teaching approach (the control group), while the other class embraced the proposed methodology using algebra tiles (the experimental group). The disparities in algebraic proficiency observed between these two student groups, as assessed through various examinations conducted during the intervention were statistically significant, with the experimental group consistently achieving superior results. Moreover, mathematical and algebraic errors of students were assessed using eight distinct indicators. In all cases, the experimental group demonstrated lower error percentages, and these errors showed a marked decrease as the intervention progressed. In summary, this innovative methodology markedly enhanced students’ comprehension of algebra, their knowledge, and their motivation while significantly reducing mathematical errors.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 7, July 2024, Article No: em2473
https://doi.org/10.29333/ejmste/14750
Publication date: 01 Jul 2024
Online publication date: 19 Jun 2024
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Article Downloads: 403
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