Presentation of Fuzzy structural equations-Based mathematics algebraic thinking Solo-Model among student teachers of algebraic thinking

Articles in Press

Document Type : Original Article

Authors

1 Department of Mathematics,, Science and Research Branch, Islamic Azad University Tehran, Iran

2 Department of Mathematics, Science and Research Branch, Islamic Azad university, Tehran, Iran

3 Department of Mathematics, Science and Research Branch, Islamic Azad University Tehran, Iran

Abstract

Using a qualitative approach, this study compared the experiences of students and teachers in traditional algebraic thinking classrooms with those in constructivist classroom discussion approaches implemented in experimental school teaching. Content analysis was used from a qualitative perspective, combined with social constructivism and situated algebraic thinking theories, to interpret students' algebraic thinking and development. The research results indicated differences in the group of students exposed to the constructivist algebraic thinkingal environment, particularly in their independent skills. However, the study also highlighted several challenges, such as time management, understanding classmates' conversations, writing to convey their thinking, and an increased workload for students. The Fuzzy structural equations-Based content discussion classes employed innovative methods to create new knowledge and provided more opportunities for students to develop their ideas. This environment also fostered a more social/collective/adaptive form of knowledge by continuously evaluating information provided by students to inform teaching practices. Overall, the findings suggest that students who participated in innovative discussion approaches and Fuzzy structural equations-Based content had richer algebraic thinking experiences due to their active involvement during training.

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Soft Computing Journal

Articles in Press, Accepted Manuscript
Available Online from 27 October 2025

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History

  • Receive Date: 28 September 2024
  • Revise Date: 05 June 2025
  • Accept Date: 21 August 2025

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