An Error Analysis of Form 2 (Grade 7) Students in Simplifying Algebraic Expressions: A Descriptive Study

Abstract

Introduction. This study aimed to investigate the errors made by 265 Form 2 male students

The structural and operational complementarity: Grade nine learners’ pitfalls and gains of simplifying algebraic expressions

“…Globally, studies on the simplification of algebraic expressions ponders discursive computational conceptual algebraic pitfalls and gains (Faramarzpoor & Fadaee, 2020;Novotná & Hoch, 2008;Tirosh et al, 1998). The computational pitfalls and gains are reported in diverse focus, such as, insights and analysis of errors and mistakes (Pournara et al, 2016;Seng, 2010), exploration of misconceptions and errors (AL-Rababaha et al, 2020;Baidoo, 2019;Faramarzpoor & Fadaee, 2020), awareness of teachers and related teaching approaches (Chalouh & Herscovics, 1988;Tirosh et al, 1998). A coherent understanding of the pitfalls and gains of mathematical conceptions requires theoretical shift that is coherent.…”

“…Faramarzpoor & Fadaee, 2020; Seng, 2010;Tirosh et al, 1998) classifies the concepts into both operational and structural. The operational (process-oriented), are routines and computations, which (Sfard & Linchevski, 1995) argues that it emerges first during interiorization.…”

“…The routines refer to specific steps and procedures followed in the simplification (Faramarzpoor & Fadaee, 2020), while computations refer to the ability of handling operations related to components, structures, and routines (Seng, 2010). In contrast, the structural (objectoriented), refers to components and systems (Linchevski & Livneh, 1999), which develop afterwards through the process of reification (Sfard, 1995).…”

“…It posits a gain by enabling learners to distinguish both the relevant processes and the objects for this domain from other related algebra concepts such as factorization, operations, and exponential laws (AL-Rababaha et al, 2020;Tirosh et al, 1998). Specifically, Pournara et al (2016) and Seng (2010) ascertain the existence of a wide range of concepts required for simplifying expressions, such as, grouping like terms, expanding brackets, handling basic operations and attachment of notation and signs. In addition, the grasp of the concept of numbers and fraction remain critical aspects of mastering algebra (Bansilal & Ubah, 2020;Booth et al, 2014).…”

“…Learners often experience discursive pitfalls that are associated with both the structural and operational knowledge when simplifying algebraic expressions. Literature (AL-Rababaha et al, 2020;Bansilal & Ubah, 2020;Faramarzpoor & Fadaee, 2020;Herscovics & Linchevski, 1994;Linchevski & Herscovics;1996;Pournara at al., 2016;Seng, 2010), points to various challenges. First, is the misuse of algebra rules, such as the distributive law and BODMAS, in the earlier grades of high school.…”