Ilhan, AzizPocan, Serdal2026-04-042026-04-0420252340-81702386-3137https://doi.org/10.18543/tjhe.2680https://hdl.handle.net/11616/108819When the challenges faced in the transition period from arithmetic to algebra are considered, it is important to research the differences between secondary school mathematics teachers from Generations X and Y, and their awareness levels. This study aims to compare the algebraic operation skills of mathematics teachers from Generations X and Y and their awareness levels. The content was analyzed in the study that was designed as a case study. The study participants were 118 secondary school mathematics teachers, 53 teachers from Generation X, and 65 teachers from Generation Y. The findings were evaluated under algebraic skills and algebraic awareness topics. The study results revealed that secondary school mathematics teachers from Generation Y had higher mean scores than teachers from Generation X in terms of the difference between the variable and unknown, algebraic operations, quantification, algebra and patterns, quantification, and inequality subjects in the algebra learning field.eninfo:eu-repo/semantics/openAccessAlgebra learning fieldmisconceptionmathematics educationvalues in mathematics educationgenerations X and YArticle12110.18543/tjhe.26802-s2.0-105009907693Q3WOS:001527624200005Q4