Date of Award

1-1-2000

Thesis Type

Masters

Document Type

Thesis

Divisions

Faculty of Education

Department

-

Institution

Universiti Malaya

Abstract

This study attempts to identify the interpretation of letters used in algebraic expressions and equations by a sample of 139 Form Four students in an urban secondary school. It also determines the distribution of their levels of understanding of algebraic notation and their cognitive levels. It further investigates the relationship between the levels of understanding of algebraic notation and cognitive levels. To achieve these aims, two sets of instruments were used: the Algebra Test and the Longeot Reasoning Test. The findings of the study show that more than 80% of the students could successfu lly use the lower level of interpretations of letters. In contrast, less than 30% were successful in using the higher level of interpretations of letters. Nine error types made by the students in their interpretations of letters were identified. The error of conjoining numerical and algebraic elements was the most prevalent, with 50.4% of the students making this error. The error of writing down of product instead ofsum is peculiar to the study, as it is not noted in past studies. This error was made by 29.5% of the students. The findings also reveal that a majority of the students (61.2%) were in the lower levels of understanding of algebraic notation compared to 38.8% in the higher levels. Most of the students were at concrete level of cognitive development (71.9%) compared to fonnal level of cognitive development (28.1 %). In addition, there was a relationship between students' levels of cognitive development and their levels of understanding of algebraic notation. Students at formal cognitive levels achieved higher levels of understanding of algebraic notation while those at concrete cognitive levels achieved lower levels of understanding of algebraic notation. The difference in the levels of understanding of algebraic notation between students at concrete and formal cognitive levels was statistically significant. It is suggested this study be extended to further studies in the understanding of algebraic notation, specifically or in other aspects of algebra, generally.

Initial

snms

Additional Information

Dissertation (M.A) -- Faculty of Education, Universiti Malaya, 2000

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