What Is a Solution of an Algebraic Equation?

Tsamir, Pessia; Tirosh, Dina

doi:10.1007/s10763-022-10342-x

Cited by 2 publications

(1 citation statement)

References 37 publications

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“…Based on the written answers and interview transcripts, the student with reflective cognitive style used patterns that had been found through the relationship between the number line from the previous problem (Point B). This results, compared with relevant studies, suggested that students with reflective cognitive style tended to use the same way that had been found or planned in solving problems [41]- [44]. Students understood the meaning of the value of x in the problem as a symbol or representation of something whose value was unknown, then students could also operate algebraic forms to determine the final result of problem-solving.…”

Section: P19supporting

confidence: 50%

Algebraic Thinking Profile of Junior High School Students with Reflective Cognitive Style in Solving Mathematics Problems

Yusrina,

Masriyah,

Wijayanti

2023

J. Ris. Pend. Inov. Pemb. Mat.

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The differences in algebraic thinking when solving problems are determined by the characteristics of students. One of the distinguishing characteristics is cognitive style. The aim of this study was to describe the algebraic thinking profile of students who have reflective cognitive styles in solving math problems. This research is descriptive qualitative research, focusing grade 8 junior high school students with reflective cognitive style. Data collection methods using tests and interviews. This study used three types of tests, the Matching Familiar Figure Test (MFFT) to determine students' cognitive style, the Mathematics Ability Test (AMT) to measure students' mathematical abilities, and the Problem-Solving Test (PST) to obtain data related to students' algebraic thinking profile in solving math problems. Data analysis is conducted in three stages: data reduction, data presentation, and conclusion drawing. The results showed that the algebraic thinking of students with reflective cognitive style in solving problems meets the three aspects of algebraic thinking indicators, namely performing activities to generalize the pattern and determine the next term of the given pattern, represent and compare data in tabular form, and understand the meaning of variables and use variables in the form of letters or symbols as a representation of something unknown value in algebraic form. Students with a Reflective Cognitive Style in solving problems can understand the problems given well, be careful and thorough in writing the steps of completion, straightforward and coherent in answering questions so that the answers given tend to be correct.

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Section: P19supporting

confidence: 50%

Algebraic Thinking Profile of Junior High School Students with Reflective Cognitive Style in Solving Mathematics Problems

Yusrina,

Masriyah,

Wijayanti

2023

J. Ris. Pend. Inov. Pemb. Mat.

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Enhancing the acquisition of basic algebraic principles using algebra tiles

Núñez-López,

Molina-García,

González-Fernández

et al. 2024

EURASIA J Math Sci Tech Ed

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Introducing initial algebraic principles poses a significant challenge, often compounded by the inherent abstract nature of algebra. This article introduces an innovative pedagogical approach that promotes the use of algebra tiles, a didactic manipulative material formed by a collection of geometric pieces symbolizing distinct algebraic monomials. Additionally, this article includes the findings of a quasi-experimental study that applied this inventive teaching method. This research was carried out across two separate classes of 15 students (10 boys and five girls) of first year of compulsory secondary education. One group of students adhered to the conventional teaching approach (the control group), while the other class embraced the proposed methodology using algebra tiles (the experimental group). The disparities in algebraic proficiency observed between these two student groups, as assessed through various examinations conducted during the intervention were statistically significant, with the experimental group consistently achieving superior results. Moreover, mathematical and algebraic errors of students were assessed using eight distinct indicators. In all cases, the experimental group demonstrated lower error percentages, and these errors showed a marked decrease as the intervention progressed. In summary, this innovative methodology markedly enhanced students’ comprehension of algebra, their knowledge, and their motivation while significantly reducing mathematical errors.

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What Is a Solution of an Algebraic Equation?

Cited by 2 publications

References 37 publications

Algebraic Thinking Profile of Junior High School Students with Reflective Cognitive Style in Solving Mathematics Problems

Algebraic Thinking Profile of Junior High School Students with Reflective Cognitive Style in Solving Mathematics Problems

Enhancing the acquisition of basic algebraic principles using algebra tiles

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