Identifying Mathematical Misconceptions of Grade 11 Stem Students in Algebra

Abstract

INTRODUCTION

Algebra is fundamental to the study of Mathematics, especially at the secondary school level. Students' misconceptions in Mathematics can cause student unlimited trouble in grasping Mathematics from the most elementary concepts through Calculus. Hence, this study aims to investigate and identify specific students' misconceptions in Algebra by Grade 11 STEM students of Gen. Juan Castaneda Senior High School for the school year 2017-2018. Identifying students' misconceptions in Algebra will give a clear view to identifying aspects for useful development.

METHODS

Seventy-five STEM students took part in the study. To identify such misconceptions, quantitative and qualitative phase was done. In the quantitative phase, the instrument was adapted from a teacher-made test of Bajado, Dulcie C. Results of the given test were analyzed through item analyses of the number of wrong answers. In the qualitative phase, the interview method was used. Answers of the students were used as the basis for the interview.

RESULTS

On the use of variables, the students have misconceptions about the properties of real numbers. Moreover, the students interpreted that a mixed number is the same as the product of the whole part and the fractional part. Also, the students had a misconception of multiplying a fraction and a single variable was that they distribute the variable to both the numerator and denominator. The students expressed percent to decimal/fraction and vice versa. On the terminology, the students translated the word "exceeds" literally in determining the relationship of two variables. The percentage of mathematical misconceptions in five types of knowledge and skill in algebra. Among the five types under knowledge and skill in algebra, terminology got the highest percent of a misconception of 64.80%. It was followed by operations of fractions with variables as components with a percent of 61.13%, percent with a mean percentage of 45.71%, operations of fractions with numerical components with a mean percentage of 37.58% and use of variables got the lowest mean percentage of 35.47%.

DISCUSSIONS

Performing fundamental mathematical operations of variables require a clearer understanding of the properties of real numbers, concepts, and role of variables in algebra. As a whole, Misconceptions in Algebra are attributed to a lack of conceptual knowledge and understanding of the students.