Difficulties in learning algebra: An analysis of students’ errors

Pramesti, Tia; Retnawati, Heri

doi:10.1088/1742-6596/1320/1/012061

Cited by 20 publications

(15 citation statements)

References 6 publications

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“…Matematika tidak dapat dipisahkan dengan objek kajian yang abstrak [3], ilmu ukur (geometri) merupakan salah satu bidang kajian matematika yang membahas tentang titik, garis, bidang, ruang dan keterkaitannya satu dengan yang lain [4], sehingga pada penerapannya matematika dianggap sebagai mata pelajaran yang sulit [5]. Matematika merupakan mata pelajaran yang sulit diajarkan maupun dipelajari [6].…”

Section: Pendahuluanunclassified

Efektivitas Pembelajaran Matematika Menggunakan Multimedia pada Materi Kerucut

Usman

Yahya

Bito

et al. 2022

Jambura.J.Math.Educ.

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This is descriptive research which aims to describe the effectiveness of learning by using multimedia in the cone materials of class IX MTs Al-Khairat Kwandang in the academic year 2019/2020 in terms of (1) the ability of teachers to manage learning, (2) positive student responses to learning, and (3) student learning outcomes test. Based on the analysis and discussion results, it can be concluded that learning mathematics using multimedia on cone material is effective. This is indicated by the ability of teachers to manage to learn has been categorized as very good, student responses in every aspect during the learning process are categorized as very positive, and the completeness of learning outcomes has reached 80% classically.

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Section: Pendahuluanunclassified

Efektivitas Pembelajaran Matematika Menggunakan Multimedia pada Materi Kerucut

Usman

Yahya

Bito

et al. 2022

Jambura.J.Math.Educ.

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show abstract

“…They are the worst performers in mathematics in the 2012 Program for International Student Assessment or PISA (Lim, 2016). More so, in the 2007 and 2011 TIMSS results, international ratings in algebra performance have dropped from 49 to 36 and from 42 to 38 in the respective years; hence, the student's ability in algebra is relatively low (Pramesti & Retnawati, 2019).…”

Section: Introductionmentioning

confidence: 98%

Academic Achievement in Algebra of the Public High School Students in the New Normal

Rodrigo

Alave

2021

PSSJ

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This study describes the academic achievement level in Algebra of the public secondary school students in the new normal as a whole and when grouped according to sex and parent's highest educational attainment. Utilizing descriptive-comparative and correlational designs, the academic achievement level, significant differences and relationships among the variables, and the perceived learning difficulties in Quadratic Functions were determined using mean, Mann-Whitney, Kruskal Wallis, Chi-square test of association, Spearman rank correlation, and frequency and percentage distribution. Results showed that the academic achievement level was low; no significant difference and relationship between sex and academic achievement level; there was a significant difference and relationship between parent's highest educational attainment and achievement level, and students' top difficulty is transforming quadratic functions into the form f(x)=[a(x-h)^2]+k. Therefore, Algebra teachers, school heads, and parents should take necessary interventions to address the problem.

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“…Many studies have been conducted to identify these challenges or difficulties hindering the appreciation of mathematics and the acquisition of skills the students needed. Students have difficulty in understanding the problem, understanding the meaning of variables, and in basic operation [9]; solving algebraic operation problems [10]; understanding fractions [11]; and rational numbers [12].…”

Section: Introductionmentioning

confidence: 99%

A Cross-Sectional Study of Students' Learning Progression in Algebra

Cadorna¹,

Cadorna²,

Taban³

2021

ujer

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This study explored the learning progression in Algebra of students from a cohort perspective and individual perspective. Utilizing the cross-sectional and longitudinal research methods and employing the Rasch measurement modeling, the progress in the Algebraic performance of the 592 students (Grade 8, Grade 9 and Grade 10) in a school division in the Philippines was examined four times in around one academic year. Analyses revealed that the students only have a low level of performance in Algebra. Through the Rasch analysis, there was a progress in students' Algebraic performance from a cross-sectional perspective. Their ability estimates increased with the grade level. The performance of the students also developed from the individuals' perspective. More students displayed progress while some retrogressed in their performance in the algebraic test. Moreover, from an individual perspective, the algebraic students' performance developed over the period in all grade levels. There is also an increase in the mastery of the students in the different tasks in the test. The answers of the students are dependent on their ability, as predicted from the Rasch model.

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Difficulties in learning algebra: An analysis of students’ errors

Cited by 20 publications

References 6 publications

Efektivitas Pembelajaran Matematika Menggunakan Multimedia pada Materi Kerucut

Efektivitas Pembelajaran Matematika Menggunakan Multimedia pada Materi Kerucut

Academic Achievement in Algebra of the Public High School Students in the New Normal

A Cross-Sectional Study of Students' Learning Progression in Algebra

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