Özet:

In algebra teaching, the conceptual difficulty and complex structure of equation systems should be taken into account. On the other hand, algebra teaching, which encourages students to memorize the rules, is mostly practical, not related to daily life, includes only symbols and operations, creates an obstacle to the emergence of this structure. Within the scope of linear equations, the necessity of studies that examine the developmental learning of students and the teaching of the subject of linear equations by teachers from a socio-cultural perspective together with learning and teaching is foreseen. In this direction, it was aimed to reveal the development of secondary school students' mathematical discourses on linear equations and their relationship with teaching. In line with this goal, semi-structured clinical interviews and classroom observations were conducted with the participants consisting of seven students. When the findings were evaluated, it was determined that the students had difficulties in forming mathematical statements about linear equations.

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