Assisting Pupils to Solve Linear Equations Involving the Variable

International Journal of Trends in Mathematics Education Research

The objective of this study is to enhance students’ understanding of solving linear equation with one variable through teaching using balancing model. To achieve this research objective, design-based research approach was chosen. The target population of the study was grade five students and their mathematics teacher. From this population, the participants of the study were grade five section A students and their respective mathematics teacher who were selected using simple random sampling and comprehensive sampling techniques, respectively. The data were collected through observation, teacher made tests and interview. The test results were analyzed using paired samples t-test and percentage, and the interview and classroom observation data were analyzed through thematic description. Findings showed that most students performed better in the post-test as compared to the pre-test, and most students came to use more flexible strategies to solve linear equation after a series of learni...

This paper is published in the proceedings of National Initiative on Mathematics Education (NIME 2011-12) National Conference on Mathematics Education January 20-22, 2012, Mumbai, India

Jurnal Pendidikan MIPA

Considering that mathematics has an important role in learning and in everyday life, the process of learning mathematics that hones the problem solving skills of people who play a role in solving the problem, usually mathematics based on this problem uses questions that contain elements of contextual problems that intersect with students' daily lives.. The aim is to describe students' mathematical problem solving abilities on the material of a two-variable system of linear equations. Class VIII students are the subjects of this research. The indicators according to Polya are (1) Understanding the Problem, (2) Developing a Plan, (3) Implementing a Solution Plan, (4) and Reviewing the Overall Answer. The result of this research is to have an average in the medium category. In the process of completing all Polya indicators, students were able to meet all indicators, but students who had moderate mathematical problem solving abilities were only able to fulfill the indicators of planning and reviewing overall answers, while students with low mathematical problem solving abilities could not fulfill all existing indicators.

Proceedings of the 2nd National Conference on Mathematics Education 2021 (NaCoME 2021)

One of the essential aspects of reasoning mastered by students is generalization. By learning generalization type mathematical abstraction skills, students can provide arguments or conclusions based on facts from the relationships between the rules found. This type of research is a descriptive study that aims to describe the generalization ability of the material on straight-line equations through the CPS learning model assisted by learning videos. The instrument uses the Creative Problem Solving learning model and is administered by teaching videos. The instrument is in the form of written test questions regarding the material of straight-line equations and interview guidelines to measure the generalization ability of students. What will analyze the results of the tests and interviews to get a conclusion.

2012

To test a model which characterizes what is at stake in the situation of solving linear equations , we analyse talk of teachers who, stimulated by watching an animation of classroom interaction (Chazan & Herbst, in press) share with their colleagues how they teach their students how to solve linear equations. The teacher talk illustrates two key aspects of our model of the situation of solving linear equations. First, the teachers in the sample conceive of it as their responsibility to teach their students a method for solving this class of problems; applying the steps of the method successfully means knowing how to solve linear equations. Second, teaching the method of solving linear equations does not involve the presentation of mathematical arguments, but at the same time is not exactly justification-free; the teachers present students with similes that motivate the steps in the method.

Journal of Educational and Social Research, 2022

The study aims to examine the impact of using real life situation in solving linear equations by seventh graders. In order to achieve the designated aim of the study, the study was conducted in one of the Arab schools in Israel. A sample of 20 average students was deliberately chosen depending on their educational achievement. Two approached were employed within the study; the qualitative approach and its quantitative counterpart. Results of the study clearly exhibit that student have undergone three stages: in the first stage, a development in the concept of “similar terms” was noticed. The second stage showed a development in the concept of “quantity comparison.” In the final stage of the study, the students became familiar with the concept of parity in the linear equations. In light of the researchers’ findings, the study could be concluded with some important recommendations and suggestions. Namely, to review the mathematics curriculum for the middle school students and recreati...

This study examines the views of mathematics tutors on the benefits and challenges of using algebra tiles in solving linear equations with one variable. The qualitative research paradigm was used with a case study design. The sampling technique used was purposive with four mathematics tutors as the sample. The instrument was semi-structured open-ended interview guides. The findings revealed, among others, that the benefits of algebra tiles in solving linear equations with one variable includes (1) helping students to distinguish between coefficients and constant values, (2) the best way for teachers to explain the neutralization of equal positive and negative values. While some of the challenges of algebra tiles are (1) teachers lack the knowledge to use the algebra tiles, (2) non-availability, and inadequacy of algebra tiles. KEYWORDS Algebra tiles, benefits, challenges, college Mathematics teachers RÉSUMÉ Cette étude examine les points de vue des tuteurs en mathématiques sur les avantages et les défis de l'utilisation des tuiles d'algèbre pour résoudre des équations linéaires à une variable. Le paradigme de la recherche qualitative a été utilisé avec une conception d'étude de cas. La technique d'échantillonnage utilisée était intentionnelle avec quatre professeurs de mathématiques comme échantillon. L'instrument utilisé était un guide d'entretien semistructuré à questions ouvertes. Les résultats ont révélé, entre autres, que les avantages des tuiles d'algèbre dans la résolution d'équations linéaires à une variable comprennent (1) l'aide aux étudiants à faire la distinction entre les coefficients et les valeurs constantes, (2) la meilleure façon pour les enseignants d'expliquer la neutralisation des valeurs égales positives et négatives. Certains des défis posés par les tuiles d'algèbre sont (1) le manque de connaissances des enseignants pour utiliser les tuiles d'algèbre, (2) la non-disponibilité et l'inadéquation des tuiles d'algèbre. MOTS-CLÉS Tuiles d'algèbre, avantages, défis, professeurs de mathématiques au collège

Pythagoras

Concerns have been expressed that although learners may solve linear equations correctly they cannot draw on mathematically valid resources to explain their solutions or use their strategies in unfamiliar situations.This article provides a detailed qualitative analysis of the thinking of 15 Grade 8 and Grade 9 learners as they talk about their solutions to linear equations in interviews. The article stems from a study that describes whether learners use mathematically endorsable narratives to explain and justify their solutions. Sfard’s theory of commognition is used to develop a framework for analysis of their discourse.The findings show that all learners use ritualised rather than explorative discourse, characterised by applying strict rules to operations with disobjectified entities. The only mathematical objects they produce endorsed narratives about are positive integers. Thus they do not meet the relevant curriculum requirements. Nevertheless, the analytic tools – adapted from...

Mathematics Education Research Group of Australasia, 2010

This paper presents a comparison of the solution strategies used by two groups of Year 8 students as they solved linear equations. The experimental group studied algebra following a multifaceted variable approach, while the comparison group used a traditional approach. Students in the experimental group employed different solution strategies, namely balancing method, working backwards and guess and check for solving different linear equations, whereas students in the comparison group tended to use a single, procedural approach. It is concluded that the multifaceted approach developed students' concepts not only of variables but also of equations.

2020

Mastering mathematics has been a must in order to face today’s era of globalization. Mathematical representation is one of the skills that must be possessed and developed by students to solve mathematical problems. Solving mathematical problems requires high level of thinking and understanding of mathematical concepts. Low representation skills, however, may be caused by several factors, one of which is that students are not used to dealing with contextual problems frequently encountered in daily basis. The present study aims to determine the types of mathematical representations exhibited by the students along with their tendency of employing particular mathematical representation(s) in solving the problems regarding the system of linear equations in two variables. The descriptive study with qualitative approach was utilized as the method. A total of 22 grade IX F students of state junior high school 10 Tapung were selected as the subject. This study was conducted to investigate th...