Difficulties in Initial Algebra Learning in Indonesia

Autor/inn/en	Jupri, Al; Drijvers, Paul; van den Heuvel-Panhuizen, Marja
Titel	Difficulties in Initial Algebra Learning in Indonesia
Quelle	In: Mathematics Education Research Journal, 26 (2014) 4, S.683-710 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-013-0097-0
Schlagwörter	Foreign Countries; Algebra; Literature Reviews; Mathematics Tests; Mathematics Instruction; Mathematics Achievement; Interviews; Problem Solving; Comprehension; Arithmetic; Middle School Students; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Interviewing; Interviewtechnik; Problemlösen; Verstehen; Verständnis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Indonesien
Abstract	Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian students' achievement in the algebra domain was significantly below the average student performance in other Southeast Asian countries such as Thailand, Malaysia, and Singapore. This fact gave rise to this study which aims to investigate Indonesian students' difficulties in algebra. In order to do so, a literature study was carried out on students' difficulties in initial algebra. Next, an individual written test on algebra tasks was administered, followed by interviews. A sample of 51 grade VII Indonesian students worked the written test, and 37 of them were interviewed afterwards. Data analysis revealed that mathematization, i.e., the ability to translate back and forth between the world of the problem situation and the world of mathematics and to reorganize the mathematical system itself, constituted the most frequently observed difficulty in both the written test and the interview data. Other observed difficulties concerned understanding algebraic expressions, applying arithmetic operations in numerical and algebraic expressions, understanding the different meanings of the equal sign, and understanding variables. The consequences of these findings on both task design and further research in algebra education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10