Students' Perceptions about the Symbols, Letters and Signs in Algebra and How Do These Affect Their Learning of Algebra: A Case Study in a Government Girls Secondary School Karachi

Autor/in	Samo, Mashooque Ali
Titel	Students' Perceptions about the Symbols, Letters and Signs in Algebra and How Do These Affect Their Learning of Algebra: A Case Study in a Government Girls Secondary School Karachi
Quelle	In: International Journal for Mathematics Teaching and Learning, (2009), (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Student Attitudes; Word Problems (Mathematics); Algebra; Misconceptions; Problem Solving; Symbols (Mathematics); Signs; Case Studies; Arithmetic; Single Sex Schools; Females; Interviews; Teacher Attitudes; Mathematical Aptitude; Foreign Countries; Pakistan (Karachi) + Suchen Sie Ihr Suchwort? Schülerverhalten; Textaufgabe; Missverständnis; Problemlösen; Zeichensystem; Case study; Fallstudie; Case Study; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Interviewing; Interviewtechnik; Lehrerverhalten; Ausland
Abstract	Algebra uses symbols for generalizing arithmetic. These symbols have different meanings and interpretations in different situations. Students have different perceptions about these symbols, letters and signs. Despite the vast research by on the students' difficulties in understanding letters in Algebra, the overall image that emerges from the literature is that students have misconceptions of the use of letters and signs in Algebra. My empirical research done through this study has revealed that the students have many misconceptions in the use of symbols in Algebra which have bearings on their learning of Algebra. It appears that the problems encountered by the students appeared to have connection with their lack of conceptual knowledge and might have been result of teaching they experience in learning Algebra at the secondary schooling level. Some of the findings also suggest that teachers appeared to have difficulties with their own content knowledge. Here one can also see that textbooks are also not presenting content in such an elaborate way that these could have provided sufficient room for students to develop their relational knowledge and conceptual understanding of Algebra. Moreover, this study investigates students' difficulty in translating word problems in algebraic and symbolic form. They usually follow phrase- to- phrase strategy in translating word problem from English to Urdu. This process of translating the word problem from English to their own language appears to have hindered in the correct use of symbols in Algebra. The findings have some important implications for the teaching of Algebra that might help to develop symbol sense in both students and teachers. By the help of symbol sense, they can use symbols properly; understand the nature of symbols in different situations, like, in functions, in variables and in relationships between algebraic representations. This study will contribute to future research on similar topics. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10