An analysis of errors made by learners in solving linear equations at grade 9 level in South Africa.

Abstract

The South African and Curriculum Assessment Policy Statements (CAPS) document, for the General Education and Training Phase (GET) Mathematics Grades 7 – 9 (2011) shows that learning of algebra permeates secondary school mathematics. As a result, for learners to achieve success in mathematics in secondary school, they need to become proficient at algebra, particularly in solving linear equations. It is thus imperative for mathematics educators to identify areas where learners have difficulty understanding and applying their knowledge to solving linear equations. This study aims to explore the common errors made by Grade 9 learners in solving linear equations, and to interrogate possible reasons for these errors. 155 Learners from high schools in the Ntuzuma area of KwaZulu–Natal, South Africa, participated in the study. A qualitative research approach was used to analyse errors in solving linear equations. This was followed by the qualitative phase, in which a 12-item activity sheet was administered to 155 learners. Learners’ common errors were identified and grouped according to error type. Learners were then selected to participate in semi-structured interviews, based on identified common errors. The interviews focused on those errors with a view to establishing the possible reasons for making them. The study identified six common errors in solving linear equations which are : Based on these findings, it is recommended that further research be done to examine the extent to which current teaching approaches affect students’ error formulation, as well as teachers’ pedagogical content knowledge in teaching linear equations. Furthermore, in teaching linear equations, greater attention should be given to cognitive shifts required by learners in solving equations with letters on both sides of the equal sign.