Abstract:

The aim of this study is to examine prospective mathematics teachers’ concept images of algebraic expressions and equations. The data were collected through case study method. The participants were 57 prospective teachers, 3rd Year student in Department of Elementary Mathematics Education in a public university in Ankara. It was asked participants to define definition of algebraic expressions and equation and write example regarding these concepts. Moreover, 15 participants whose definitions were different were selected to conduct semi-structured interviews. Data was analyzed via content analysis approach. As a result of data analysis, 52 prospective teachers could define algebraic expression but 5 of them stated that they do not know the definition of it. On the basis of prospective teachers’ definitions, it was specified 3 concept images regarding algebraic expression. These are unknown expressions, mathematical expressions and generalization. On the other hand, 55 prospective teachers could define equation and have 3 types of concept images which are equality, inequality and balance. Based on findings of study, most of the prospective teachers define algebraic expressions as unknown and equation. When prospective teachers’ concept images regarding algebraic expression and equation were analyzed deeply, it was observed that they have deficient and incorrect concept images related to these concepts. This might cause students to constitute misconception and to have difficulty in understanding these concepts. To prevent this, it is recommended teacher educators, curriculum developers and textbook writers to create resources to help teachers and prospective teachers in respect of learning definitions of concepts properly.  

Keywords: