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Chapter I

INTRODUCTION

Background of the Study

Algebra is one of the most abstract branches of mathematics

(Gunawardena, 2011). Technically, arithmetic cannot live without the help

of algebra for real numbers are needed for functioning and its success

depends on the concept of algebraic expressions. As Gunawardena (2011)

emphasized, algebraic expressions serve as models for interpreting and

making inferences about data, and in the realm of mathematics, it plays a

great role. Considering the importance of algebraic expressions in the real

world, I am ignited to conduct a study in order to understand what makes

algebra among students difficult to deal with for them to achieve meaningful

learning in higher mathematics.

Difficulty in dealing with mathematics, specifically algebraic

expressions was already manifested in other countries. In fact, there were

already studies conducted such as the study of Ncube (2011) on analysis of

errors and of Lai (2012) error analysis in Mathematics. As a Mathematics

teacher myself in the field, I also experienced this issue about errors in

simplifying algebraic expression among my students.During my five years of

my career as a Grade 8 mathematics teacher, I have observed that many

students have serious problems pertaining to algebraic expressions. They

seem to have mastered concepts in arithmetic such as addition and

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subtraction and are able to solve lengthy arithmetic problems, but are

hesitant when it comes to using algebraic methods. It made me wonder

since the introduction of algebraic expression was already presented in the

Grade 7 Curriculum and in Grade 8 is just a review of the topics on linear

inequality, linear function, special product, factoring, and so on. Base on

my observations, the most common errors that my students have committed

was their confusion with the rules on algebra.

Sadly, problems on simplifying algebra are still rampant among Grade

8 students. Since algebra is a key topic in learning mathematics,according

to Usiskin (2004) and Egodawatte (2011) stated that it is vital that the

misconceptions in algebra are addressed as early as possible in order to

afford learners the opportunities to study mathematics with understanding

at a higher level. Thus, this qualitative case study will identify the common

errors and the reasons behind learners’ errors in simplifying algebraic

expression that will help teachers in our area craft materials that will

hopefully, eliminate those errors.

Purpose of the Study

The purpose of this qualitative case study is to analyze the errors in

simplifying algebraic expressions among Grade 8 students. This study will

particularly identify the common errors they will be committed in

performing the said mathematics’ topic and the reasons behind it. This
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study also will discuss how learners’ errors affects their learning in

mathematics subject.

Research Questions

Since this study attempts to analyze the errors in simplifying

algebraic expressions among Grade 8 students, specifically, this research

will examine the following research questions:

1. What are the learners’ errors in simplifying algebraic expressions?

2. What is the most common errors done by the learners in simplifying

algebraic expressions?

3. What are the reasons of Grade 8 students of a certain public high

school in Lupon, Davao Oriental in committing errors in simplifying

algebraic expressions?

4. How does their difficulty in algebraic expressions affect their learning

in mathematics subject?

Importance of the Study

Analyzing the errors in simplifying algebraic expressions among Grade

8 students can result to a better teaching-learning experience in teaching

Algebra. As a Mathematics teacher, the insights from the informants will

deepen my understanding on the common errors committed by the learners

in simplifying algebraic expressions so that learners who are having

difficulty in algebra will be mentored and assisted.

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Grade 8 Learners. The result of this study can help the learners

recognize their errors and will allow them to look for the correct way in

avoiding such errors.

Mathematics Teachers. It is also beneficial for teachers in developing

materials that will address learners’ errors in simplifying algebraic

expressions that are also appropriate to the needs and capabilities of their

learners.

School Administrators. This study can also serve as a baseline data

for the school administrators in crafting activities that will enhance

teachers’ capability in order to address diverse learners’ needs. Since after

all, the success of the lesson presentation in the hand of the teachers.

Parents. As the one who are directly concerned with the education of

their children, the result of this study also can help in encouraging our dear

parents to strictly monitor their children’s performance at school. Since

family has a great contribution to the learners’ development and

achievement at school.

Future Researchers. Aside from that, this study will serve as a

looking glass for other minds of the same interest of study, or get a sneak-

peek that would support their pursuits, or may see as the basis of their

researches.

Theoretical Perspective
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This study will be anchored in the theory of constructivism of Jean

Piaget (Piaget, 1985), which implies that learners actively organize their

experiences by constructing mental schemas to accommodate new

knowledge and connecting it with existing knowledge. The constructivist

perspective, derived as a part from the work of Piaget asserts that

conceptual knowledge cannot be transferred from one person to another

(Piaget, 1970). Rather, it must be constructed by each person based on

his/her own experience. Piaget, an epistemologist, explained the term

genetic epistemology as discovering the roots of varieties of knowledge

including the scientific knowledge (Piaget, 1970). As cited in the study of

Ncube (2016), according to Piaget (1970), learning is not a simple passive

process of receiving from the surrounding environment. Constructivism is a

dynamic process of an individual involving interaction between the

individual’s existing knowledge and new ideas. As cited in the study of

Mbewe (2013), the constructivist perspective, developed as a part of the

work of Piaget asserts that conceptual knowledge cannot be transferred

from one person to another but is constructed by the individual him or

herself (Piaget, 1970). Constructivism, as described by Fosnot (2005), refers

to the process whereby learners actively construct their understanding and

knowledge of the world through experiencing things and reflecting on those

experiences. As cited in the study of Makonye & Nhlanhla (2014), the

constructivist theory implies that learners do not come to a new grade as

empty vessels but bring pre-knowledge from previous grades, which

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knowledge they use to assimilate and adapt incoming mathematical

concepts (Hatano, 1996; Olivier, 1989). So the new knowledge they learn

interacts with their prior knowledge and learners try to find the balance; to

equilibrate between what they know already and what they are learning

now.

In this view, learning mathematics is seen as a continuous process

through abstraction of relationships between actions and reflections. During

this process, students construct schemas and modify and/or apply them

intentionally to achieve their goals. Careful analysis of these actions will

allow the researcher or the teacher to identify student conceptions or

misconceptions wherever they may lead.

Delimitations and Limitations of the Study

Any field of inquiry requires to delimit the exploration in order to

facilitate the development of my research’s specific focus. This study was

limited to only eight (8) Grade 8 learners of a certain public high school in,

Lupon, Davao Oriental.

The data gathering was based on the key informant interview using

audio recording and field notes. The terminologies and language used

during the interviews did not contain jargons which avoid confusion with

the participants. This is important so that the informants’ responses have

no negative impact on the complexity of the language. I was also committed

to analyzing the data gathered in the study to know the experiences in

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committing errors in simplifying algebraic expressions among Grade 8

learners as the informants.

My study was restricted by numerous influences. First, all the

informants were of the same school but belongs to different sections.

Because of the great diversity, restrictions and technicalities, a different

demographic would expand the scope of this study or much better to

consider other schools in other barangays of Lupon, Davao Oriental.

Second, the experiences of committing errors in simplifying algebraic

expressions among Grade 8 learners limited the study. Other learners of the

neighboring barangays may similarly experience the error in simplifying

algebraic expressions that may lengthen the scope of this reading. Third, all

the informants in this study were from different sections, who may likely

have differences in processing things, in technicalities and in teaching-

learning experience. In addition, my role as a Mathematics teacher of the

same school limited the study. In consonance, I cannot abnegate the fact

that some informants’ responses may perhaps familiar with the

Mathematics teachers, school heads, and myself; for that reason, the

participants may not have been eager to willingly share personal

experiences for the alarm that someone might recognize them through their

stories.

These limitations are in the offing to influence the findings and any

use of these findings should be with great care. Lastly, notwithstanding the

finest labors I am having, to be mindful of my biases, it is probable that my

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involvement as a Mathematics teacher myself who know the participants

generate partialities which situate borders that take place to my exploration.

Definition of Terms

The following terminologies are operationally defined in this study:

Algebraic expression. Generally, it refers to a symbol or a

combination of symbols used in algebra which contain one or more

numerical coefficients, variables and arithmetic operations.

Simplification. Refers to the process of making something simpler or

easier to do or understand. In this study, it refers to making a mathematical

expression less complex or solving a mathematical problem in a simpler

way.

Analysis of Error. Refers to the method of determining the error

repeatedly committed in a given problem. In this study, it refers to the

identification of the errors committed by the Grade 8 learners in simplifying

algebraic expressions and understanding how and why they commit such

errors.

Organization of the Study

This study has five chapters namely: introduction, review of related

literature, methodology, results and discussion, and conclusions and

implication for practice

Chapter 1 highlights the background of the study, the purpose of the

study, the research questions, the importance of the study, the limitations
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and delimitations of the study, the theoretical perspectives, and the

definition of terms being used in the study.

Chapter 2 is the review of related literature that gives a clearer picture

of the research problem. The components of this chapter are the nature of

Algebra, error versus misconception, difficulties in initial Algebra, teachers’

intervention, and on the concept of constructivism.

Various research procedures used in the investigation of this study

are presented and explained in Chapter 3. Research design, role of the

researcher, research informants, data collection, data analysis,

trustworthiness and credibility, and ethical consideration are being

discussed in this chapter.

The results and discussion of the interview conducted to each student

are stated in the Chapter 4. It shows the research findings made after the

data analysis. The data were taken from in-depth interviews and

observations.

Chapter 5 completes the study by drawing out the conclusions,

insights of the study, and implication for practice as well as

recommendations for future research.