Year: 2006
Type: dissertation
Abstract: This study investigated grade seven learners' perceived experiences in learning algebra.Things that learners do and say during algebra lessons and about algebra as a topic were investigated.An empirical investigation technique was used to carry out the study and some literature was reviewed.In the empirical part of the study, the grade seven learners' perceived experiences in learning algebra were investigated.The study was done at one of the previously disadvantaged schools in Cape Town, South Africa.The data were collected through observations, a questionnaire and interviews.A total of 90 copies of the questionnaire were distributed and the response rate was 100%.Observations were made from the day the topic was started in two grade seven classes.Two different teachers taught the two classes.Focus group interviews were conducted; two groups of the learners, ten learners from each of the two classes were interviewed.Learners devised a number of strategies for solving problems related to sums and differences.The principal learning difficulties experienced by learners in algebra related to the transition from arithmetic conventions to those of algebra, the meaning of literal symbols and the recognition of structures.Learners frequently mentioned obstacles that arose from meanings of the equality sign, the conversion of a description into an equation or a system of equations, and the manipulation of symbolic forms.Additionally, this study produced results from learners' work in the classroom which showed that, algebraic reasoning is more accessible to learners than algebraic symbolising.It became obvious then that developing algebraic thinking is not necessarily dependent upon algebraic notation and that the presence of algebraic notation says little about the level of problem solving.It was also revealed in learners' work that the unknown has a remarkable function in the informal solving of (systems of) equations.Letters and symbols help learners organise the information in a given problem, but the unknown does not play a meaningful role in the solution process.
Author: Matjala Lydia Matsolo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2287712199