Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Bolzano, Italy, 2 - 05 February 2022, pp.2-9
This study was conducted to investigate the characteristics of algebra tasks that middle school preservice mathematics teachers developed at the end of a three-week training related to examining and categorizing algebra items in the previous high school entrance examinations (2018-2020). Twenty-nine third-year middle school preservice mathematics teachers participated in the study. The data of the study included 12 algebra tasks generated by preservice teachers at the end of the training and their characteristics. Findings showed that preservice teachers were able to develop cognitively demanding algebra tasks. Most of the tasks aimed to assess students’ knowledge in geometry and measurement learning areas besides algebra. Lastly, most of the tasks were related to manipulating symbols, while four tasks focused on modeling problems using equations or algebraic expressions.