Structure Sense in Algebraic Expressions and Equations of Groups of Students

Abstract

High school Algebra is a critical subject that bridges students’ ability to reaching a higher level of mathematical knowledge, attitudes, and skills. This study determined the “structure sense” in algebraic expressions and equations of groups of students. Using in-depth analysis on the written outputs of the Grades 8, 9, and 10 students, the study explored the algebraic structure of their solutions. The students portrayed different ways of solving Algebraic expressions and equations. Results show that those who have adequate knowledge and skills were successful in carrying out the works while those who are not familiar with the structural properties of the tasks found difficulty in solving, which yielded an ambiguous solution, which led to incorrect answers. The students lacked the conceptual understanding of the given problem, and they have poor skills in manipulating expressions, calculation mistakes, and technical errors. They even displayed different methods of solving algebraic expressions and equations, from simple, to more detailed, and to more complicated but understandable solutions. Recognition of the “structure sense” of every term in algebraic expressions and equations are necessary for students to perform appropriate manipulations.