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An Analysis of Middle School Mathematics Textbooks from the Perspective of Fostering Algebraic Thinking through Generalization

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dc.contributor.authorAyber, Gözde
dc.contributor.authorTanışlı, Dilek
dc.contributor.orcid0000-0002-2931-5079
dc.date.accessioned2025-11-13T10:47:51Z
dc.date.issued2017-01-01
dc.identifier.doihttps://doi.org/10.12738/estp.2017.6.0506
dc.identifier.issn1303-0485
dc.identifier.openalexW2780228525
dc.identifier.urihttps://hdl.handle.net/11421/5284
dc.identifier.urihttps://doi.org/10.12738/estp.2017.6.0506
dc.language.isoen
dc.relation.ispartofEducational Sciences Theory & Practice
dc.rightsopenAccess
dc.subjectMathematics education
dc.subjectGeneralization
dc.subjectComputer science
dc.subjectMathematics curriculum
dc.subjectCurriculum
dc.subjectAlgebraic number
dc.subjectPerspective (graphical)
dc.subjectComponent (thermodynamics)
dc.subjectTeaching method
dc.subjectMathematics
dc.subjectAlgebra over a field
dc.subjectPsychology
dc.subjectPedagogy
dc.subjectArtificial intelligence
dc.subjectPure mathematics
dc.subject.sdg4
dc.titleAn Analysis of Middle School Mathematics Textbooks from the Perspective of Fostering Algebraic Thinking through Generalization
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5068169061
local.authorid.openalexA5030614891

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