From Problem Solving to Algebraic Thinking: The Power of Mathematical Modelling in Equations and Equalities

The objective of the present study is to examine the impact of a mathematical modelling approach supported by instruction on problem-solving skills, with a particular focus on the levels of algebraic thinking and mathematisation skills of middle school seventh grade students in the subject of equality and equation in mathematics. The study was conducted with a total of 60 seventh-grade students, 27 in the experimental group and 33 in the control group, in the 2024 2025 academic year. The study adopted a mixed method approach, employing a convergent parallel design. The quantitative dimension of the study incorporated a quasi-experimental design, with a pretest-posttest control group. In the qualitative dimension, document analysis was utilised. The mathematical modelling activities were designed within the framework of Blum and Leiss's (2007) modelling cycle. The findings demonstrate that the implementation of mathematical modelling activities within the experimental group in the quantitative dimension resulted in a statistically significant increase in students' algebraic thinking levels and problem solving skills (p < .05). In the qualitative dimension, it is evident that students enhanced their mathematical thinking by refining their mathematisation processes. Furthermore, it was determined that problem understanding and simplification skills had a direct impact on the mathematisation and model building processes. The findings indicate that modelling-based instruction is an effective approach in the development of algebraic thinking, problem solving and mathematisation skills, and highlight the importance of integrating mathematical modelling into curricula for the development of concept teaching, problem solving and algebraic thinking.