Abstract:

In this study it is aimed to investigate the effects of using writing activities on students' success in algebra teaching. This research has been completed 2013-2014 academic year with 7th grade students of a school in Ankara; 24 of them were in experiment group and 22 of them were in control group. This study was conducted in three weeks throughout the teaching of algebra units as "whole numbers, algebra and geometry". The quantitative of the study was designed as pretest-posttest control group study. In the qualitative part of the study, interview was used as data collection tools. In the experimental group, writing activities used in the teaching of algebra but to the control group no intervention was made. Writing activities were examined by the researcher and then feedbacks were given to students. In order to assess students’ achievement, a test, of which reliability and validity were checked, was used and quantitative data were analyzed by SPSS. Results showed that mean score of students in experimental group was higher than students in control group and analysis of covariance (ANCOVA) results revealed that the difference was significant. In addition, interviews indicated that writing activities helped students to remember and understand better.

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