Grade 9 learners' strategies and errors in solving arithmetic and algebraic linear equations
Date
2015-02-11
Authors
Gumpo, Lethu
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Abstract
This research project reveals strategies used and errors made by grade 9 learners in solving arithmetic and algebraic linear equations in a township school in the West Rand District. A class of forty-five learners were given a written test on arithmetic and algebraic linear equations. Based on the test, five learners were selected for further interviews, and were audio-recorded. Both the test and interviews were analysed and the findings are reported in this report. One of the findings is that learners treat arithmetic and algebraic linear equations differently. This pointed to the second finding that different strategies were employed in solving arithmetic and algebraic equations, and that errors made are variably different, too, between arithmetic and algebraic linear equations. One of the strategies, which were also an error, in solving arithmetic equations is right to left reasoning. In algebraic linear equations the balance method and transposition were the most prevalent strategies, and the most common errors included conjoining (which was not observed in arithmetic equations). Besides the findings above, learners further displayed difficulties with the simplification of algebraic expressions. This on its own hampered their progress into solving the algebraic equations. On considering strategies and errors in solving arithmetic and algebraic linear equations (in this study) it became hard to easily distinguish between them when errors are so prevalent. Recommendations pertaining to solving arithmetic and algebraic linear equations were made.
Description
A research report submitted to the Wits School of Education, Faculty of Science, University of Witwatersrand, in partial fulfillment of the requirements for the degree of Master of Science by combination of coursework and research.
Johannesburg, March 2014.