Abstract
The aim of the study is to develop an understanding of the kinds and sources errors and misconceptions that characterise students’ learning of school algebra. Systematic random sampling was used to draw sixty-five participants from a population of two hundred and twenty-three form three students. A cross sectional survey design was employed to collect data using written tests, a structured questionnaire and interviewing of the students from one high school in Zimbabwe. Content analysis technique was applied to textual data from three sources in order to determine the types of errors and misconceptions. The main findings are that both procedural and conceptual errors were prevalent that errors and misconceptions can be explained in terms of the students’ limited understanding of the nature of algebra; in particular their fragile grasp of the notion of a variable. Sources of misconceptions could be explained in terms of the abstract nature of algebra Mathematics educators should embrace errors and misconceptions in their teaching and should not regard them as obstacles to learning but rather engage with them for better understanding of algebraic concepts by students. Future studies can be carried on systematic errors as one of the ways of improving students’ understanding school mathematics.
Highlights
Strides towards the attainment of high levels of mathematics achievement among learners are hampered by errors and misconceptions secondary school students often make and misconceptions in learning algebra
Research question 3 results We restart research question three: What are the possible sources of errors and misconceptions in the domain of school algebra? This study has revealed that errors and misconceptions in learning algebra are mainly content based and pedagogically driven
Brodie [25] writes that errors and misconceptions are a result of mathematical thinking on the part of students; they are reasonable for students
Summary
This study was motivated by persistent poor results in Mathematics. There is widespread interest among nations in improving the levels of mathematics achievement in schools. The importance of learning algebra is widely acknowledged. Algebra is used ever widely in scientific disciplines like engineering. It still commands a central role in advanced mathematics. Tecla [1] suggests that in our march towards scientific and technological advancement we need nothing short of good performance in Mathematics at all levels of schooling. Strides towards the attainment of high levels of mathematics achievement among learners are hampered by errors and misconceptions secondary school students often make and misconceptions in learning algebra. A superficial knowledge of algebra may affect understanding other mathematics and scientific disciplines
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