Misconceptions and resulting errors displayed by ‘O’ level students in the learning of algebra.

Author

Takawira, S.

Title

Misconceptions and resulting errors displayed by ‘O’ level students in the learning of algebra.

Abstract

This qualitative research study investigates the common misconceptions and resulting errors displayed by form 3 learners at Nyatso Secondary School in their learning of algebra. The study was conducted at Nyatso Secondary School, with a focus on a form 3 mathematics class of 40 students. From this population, a sample of 20 students was selected to participate in the research and the two mathematics teachers at the school. The sampling was done using a purposive sampling technique. The researcher identified students representing a range of performance levels in algebra - high-achieving, struggling and average. This ensured the sample was representative of the diversity within the class in terms of algebraic understanding. The final sample included an equal number of male and female students. Data was collected through pre- and post tests, an interview for the mathematics teachers, classroom observations and analysis of student work. The study found that the most prevalent misconceptions included inability to properly translate word problems into algebraic expressions, confusion between variables and constants, difficulties with applying the correct order of operations and struggles with simplifying algebraic expressions involving negative signs and exponents. These misconceptions often led to systematic errors in the students' algebraic problem-solving strategies and final answers. The findings suggest that addressing these core misconceptions through targeted instructional approaches may help improve students' overall understanding and performance in algebra. The study provides insights that can inform teaching practices and curriculum development in secondary mathematics education.

Date

2024

Publisher

BUSE

Keywords

errors

learning

algebra

Supervisor

Dr L. Mutambara