The aim of the study is to determine which number systems do the mathematics teachers use to associate the daily life variables in daily life problems, and if they have associated, to find whether they used the algebraic features of the number systems they associated. In the research, the participants' ability to transform between number sets and daily life variables and their using of the features of the algebraic structure of these number sets were tried to be investigated in detail. With this purpose, the case study method, one of the qualitative research patterns, was employed in the research. The research was carried out with 15 secondary school mathematics teachers, studying at the Post-graduate Department of the Secondary School Mathematics Teaching in the 2014-2015, 2015-2016 and 2016-2017 academic years. For this reason, the study was designed on the use and awareness of knowledge. As the data collection tools, the mid-term and final exams papers were applied. The results suggest that the penny and algebraic features of number systems and the concept of "equation" are not correctly formed, therefore which number systems are the daily life variables valued in is not exactly known.

Keywords: student awareness, algebra teaching, variable, mathematics in daily life, teacher education.


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