Explanation of Eighth-Grade Students’ Algebraic Thinking Skills in the Context of Mathematics-Oriented Epistemological Beliefs

In this study, the skills of algebraic thinking of eighth-grade students were considered in the context of mathematics-oriented epistemological beliefs. A total of 162 students studying at the eighth grade level of a public school in Izmir city center participated in the study. A mathematics-oriented epistemological beliefs scale was used to determine students' epistemological beliefs, and an algebraic thinking tool was used to determine algebraic thinking skills. The responses of the students to the questions aiming to determine the algebraic thinking skills were analysis through rubrics and statistical analysis were carried out to determine the relations. Quantitative data analysis was also supported by qualitative findings from students' response papers. According to the results of the analysis, significant correlations between the mathematics-oriented epistemological beliefs and the algebraic thinking abilities were found to be high, moderate and weak. According to multiple regressions, beliefs about effort, talent, and the existence of a single truth account for 65% of the total variance associated with algebraic thinking. According to qualitative findings, it was determined that students with high beliefs related to the effort were better algebraic thinking. At the end of the study, it was suggested that students should have good algebraic thinking skills by presenting learning experiences that are mathematics-oriented epistemological beliefs