Abstract
The aim of the study was to assess and establish learners’ misconception and inability to apply simplification of algebraic expressions and solving linear equations in Chilanga District. The study sought to determine the possible causes of learners’ inability to apply simplification of algebraic expressions and solving linear equations in relation to identification of inverses in senior secondary school. A case study research design was employed to achieve the objectives and a sample of 100 grade 11 learners and 10 mathematics teachers from school A and school B participated in the study. To collect data the instruments used were a questionnaire, tests and interviews. Quantitative data was analyzed using an Excel statistical package while the reliability of the instruments was tested using Cronbach’s alpha (α). The main findings the research study established are that learners misused and misapplied addition, subtraction, multiplication and division when simplifying algebraic expressions and forming linear equations. Learners also met challenges when it came to solving linear equations because they lacked knowledge of additive and multiplicative inverses. The main conclusions drawn from this research study are that misconceptions learners experience in algebra are attributed to the lack of conceptual knowledge and understanding and these misconceptions occurred frequently in learners. Keywords: Level of Education (Grade 11), Learners’ Misconception, Inability to apply basic Algebra Operation. DOI: 10.7176/JEP/12-33-11 Publication date: November 30 th 2021
Highlights
An understanding of symbols and operations is very important to the introduction of school algebra
Misconceptions in learners when solving problems related to identification of variables, simplification of algebraic expressions and solving linear equations were explored
Misconceptions in Learners when solving problems related to identification of Variables, simplification of algebraic expressions and solving of linear equations
Summary
An understanding of symbols and operations is very important to the introduction of school algebra. Symbols in algebra are related to notation and expression, usually letters (variables) and signs of operations. In word problems learners experience challenges to form algebraic expressions and linear equations because of poor understanding of operations (addition, subtraction, multiplication and division). Knowledge of algebra is vital throughout life. Many students struggle learning mathematics in grades 8 and other grades because there understanding of algebra is not deep. This claim is supported by Maguire (2012), who has revealed that lower grade students often misconceive equivalence as an operation rather than a relation, and that students form various misconceptions of literal symbols
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