# The level of algebraic thinking among students of the Faculties of Basic Education and its relationship to their academic achievement and the solution of algebraic problems

## Keywords:

algebraic thinking, academic achievement, solving algebraic problems, students of basic education omit.## Abstract

** **

**ABSTRACT:**

The aim of the current research is to find out the extent to which students in the second stage of the mathematics department / the Faculties of Basic Education possess (for forced thinking and its relationship to academic achievement and the solution of algebraic problems In order to achieve the goal of the research and test its hypotheses, the researcher used the descriptive approach and prepared a test to measure algebraic thinking consisting of (30)

A paragraph distributed on algebraic thinking skills, which is: It includes (analysis of a mathematical problem, deducing the solution, building generalizations, representing mathematical concepts, inference about unknown quantities) , and a test to measure the achievement of linear algebra consisted of (30) items in the topics (game theory, linear inequality, simplified method, linear transformations) and a test to measure algebraic problem solving skills consisting of (30) items that include (problem understanding skill, solution planning skill, skill Implementation of the solution, the skill of verifying the correctness of the solution (the researcher verified the validity of the test with consistency of (0.77) for algebraic thinking, (0.80) for academic achievement, and (0.82) for solving algebraic problems, and after applying the test to the research sample consisting of (635) students from colleges Basic education and data processing statistically, and the researcher reached the following results:

1- The second stage students possess (algebraic thinking, academic achievement, solving algebraic problems) with a good degree.

2- There is a direct relationship between algebraic reasoning and academic achievement and solving algebraic problems for second-stage students, thus it was found that the rise of one of them is accompanied by a corresponding increase in the level of the remaining tests.

### Additional Files

## Published

## How to Cite

*مجلة أبحاث الذكاء*,

*15*(32), 333–351. Retrieved from https://iru.uomustansiriyah.edu.iq/index.php/intel/article/view/366