Learning design for transition from arithmetic thinking to algebraic thinking

Abstract

Existing studies show that the role of algebra in learning is currently focused in many perspectives so traditional algebra learning requires fundamental reforms and changes in thinking. Algebraic learning currently must be able to focus on the mastery and application of algebra in various contexts in everyday life. The study was conducted to design mathematics learning to support the transition of arithmetic thinking to the algebraic thinking of junior high school students, and to describe the socio-mathematical norms in mathematics learning for a transition from arithmetic thinking into algebraic thinking. The research method used is design research. The results showed that the indicator of transitions from arithmetic thinking into algebraic thinking can be achieved well, some students made mistakes when working on negative number operations because students find it was difficult to distinguish between signs of numbers and signs of operations involved in an algebraic expression. This should be anticipated in order to prepare students for a more advanced level of algebraic understanding.