Alternative Conceptions in Reading and Writing Algebraic Expressions

Abstract

INTRODUCTION

One of the major problems of grade 9 students in Lucena City National High School is having basic knowledge in mathematics which eventually hinders their understanding of the complex topics in higher mathematics. They are becoming less motivated in understanding the lessons given by their mathematics teachers for they already assumed that they will not comprehend the topic at all. They do not have a good transition of mathematical knowledge from the elementary to the secondary level. They seem to be unprepared in facing academic challenges of the tertiary level. The researcher wanted to provide an intervention for grade 9 students that will help them learn, at least, the basic of algebra. Thus, this study is proposed.

METHODS

The study was conducted from August 2016 to September 2016. The respondents answered a 34-item test. The scores of the respondents on the test were determined, tabulated, and analyzed. These data were used to determine the misconceptions in reading and writing of algebraic expressions. Then, a drill worksheet was crafted based on the results of the study.

RESULTS

The most common misconception in writing algebraic expressions among grade 9 students was the use of the term "twice" and "squared". In reading algebraic expressions, the most common misconception was the "multiplication operation between a constant and a variable". Grade 9 students have more misconceptions in reading algebraic expressions than in writing verbal expressions into algebraic expressions.

The mathematical symbol that most grade 9 students find the most difficult to interpret was the use of "." in the multiplication operation. In addition, in evaluating the verbal expression "less than", most grade 9 students interpreted it as the inequality expression.

Drill worksheets for enhancing reading and writing algebraic skills have been developed.

DISCUSSIONS

The results of the study are in conformity with that of Allen's (2007) which says that many misconceptions apparent in algebra are rooted in misconceptions of arithmetic. As for the multiplication operation, the exposure to mathematical operations in elementary math, pre-algebra students recognize "x" in a problem as an indication to multiply two numbers together. Since there is no stylized difference between x as a variable and x as an operation, some students may misinterpret the variable x to indicate multiplication with the following term.