A Guidance Framework for Translating from Verbal Language to Algebraic Expressions in Seventh Grade

Abstract

Abstract

The study aimed to design, validate, and implement a Basis of orientation for Action to facilitate the systematic translation of verbal statements into algebraic expressions for seventh-grade students at the "Ignacio Flores" Educational Unit, located in the Cotopaxi province of Ecuador. The research adopted a qualitative-descriptive approach with an applied design, developed in five sequential phases: initial diagnosis using written tests to identify frequent conceptual errors; didactic modeling of the Basis of orientation for Action integrating theoretical frameworks of early algebraic thinking; validation by three experts in mathematics education using a Likert scale; and participant observation during classroom implementation with a cohort of 25 students over twelve weeks. The evaluation of results combined qualitative techniques (anecdotal records, teacher field notes) and quantitative techniques (analytical rubrics with performance levels). The findings showed a 68% reduction in errors associated with the incorrect identification of unknowns and quantitative relationships, as well as a 74% increase in students' ability to verbally justify the meaning of the algebraic expressions they constructed. The Basis of orientation for Action, structured in five sequential steps (understanding the problem statement, identifying known and unknown quantities, establishing operational relationships, symbolizing using variables, and verifying), made explicit a cognitive process usually implicit in traditional teaching, fostering student autonomy and the meaningful connection between natural language and mathematical symbolism.