Journal of Education, Society and Behavioural Science

The purpose of this research is to explore the effects of teaching by using mathematics worksheets to address the eighth grades students’ algebraic thinking levels. The research was carried out according to the experimentation model that requires pre-tests and post-tests with both control and experimental groups. The test results were analyzed by applying correlation research techniques to sub problems which were determined according to purpose of the research. Research took place at Yalova Ziya Gökalp Primary School with sixty-three 8^th grade students (30 controls and 33 experimental groups) between September 2009 and April 2010. In order to gather data, a test of algebraic thinking levels (twenty seven items and four levels) was used. The conclusion was drawn from the data obtained from the answers of the experimental and control group students to the ‘Algebraic Thinking Level Identification Test’ before and after implementation. According to posttest results, the teaching with mathematics worksheets was more effective on average than the traditional method but the pre-to-post test results between the control and experimental groups were not statistically significant. Our hypothesis that the worksheet approach to teaching algebra would be a better approach to teaching than more traditional methods was not proven. Further work is needed to train teachers in the use of the worksheet method may be needed to realize the potential of this approach.