Difficulties in initial algebra learning in Indonesia

Abstract

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian students' achievement in the algebra domain was significantly below the average student performance in other Southeast Asian countries such as Thailand, Malaysia, and Singapore. This fact gave rise to this study which aims to investigate Indonesian students' difficulties in algebra. In order to do so, a literature study was carried out on students' difficulties in initial algebra. Next, an individual written test on algebra tasks was administered, followed by interviews. A sample of 51 grade VII Indonesian students worked the written test, and 37 of them were interviewed afterwards. Data analysis revealed that mathematization, i.e., the ability to translate back and forth between the world of the problem situation and the world of mathematics and to reorganize the mathematical system itself, constituted the most frequently observed difficulty in both the written test and the interview data. Other observed difficulties concerned understanding algebraic expressions, applying arithmetic operations in numerical and algebraic expressions, understanding the different meanings of the equal sign, and understanding variables. The consequences of these findings on both task design and further research in algebra education are discussed.

Analysis of junior high school students’ attempt to solve a linear inequality problem

“…According to [2], there are several difficulties confronted by the students concerning linear equation and inequality as follows:…”

“…The design of this task was motivated by two tasks which are and [3,12]. Considering that many Indonesian students have difficulty to use distributive law, this study did not use the bracket used in both previous task [2]. Moreover, the aim of this absence is that to look what possibly students do after their arrive at or .…”

Learning algebra on screen and on paper: The effect of using a digital tool on students’ understanding

“…First, rather than assigning {I + 2{ $ = 22, Toyib assigned 20. This mistake is classified into the first category of difficulty, i.e., an arithmetical difficulty and applying additive inverse property in particular ( [9]; [13]). Second, rather than taking a square root for the equation {I + 2{ $ = 20, Toyib ignored the square and subtract both sides with 2 to get I = 18.…”

“…In [9], Jupri, Drijvers and Van den Heuvel-Panhuizen identified five main categories of difficulties in algebra learning. First, the difficulties in using arithmetical operations and properties include difficulties in adding like terms (e.g., [10]; [11]); in using commutative, associative, inverse, and distributive properties; and in using priority rules of arithmetical operations (e.g., [12]; [13]).…”

On supporting students’ understanding of solving linear equation by using flowchart

“…Not to mention learning linear equation as basic material of algebra. Jupri [8], argues that the solution of linear equation taught to students about algorithmic with lack of orientation of why and how in the way.…”