Investigating teachers’ interpretations and perceptions of senior high school students’ errors in solving algebraic problems.

Abstract

This study investigated senior high school teachers’ interpretations and perceptions of students’ errors in algebra. The study employed exploratory sequential mixed design method in which document (students’ exercises) and a set of questionnaires were used to collect data. Fifty mathematics teachers were purposefully selected from three schools. These teachers were asked to explain five common errors in algebra from students’ class exercise books (document analysis). Questionnaires also were administered to fifty mathematics teachers purposefully drawn from the three senior high schools for the study. The finding revealed that, teachers’ explanations of students’ errors in algebra were mainly procedural. Some of these explanations lacked clarity and incorrect. Teachers also perceived errors not solely due to the students’ related factors, but also due to other factors arising from teaching and the nature of the algebra. The study recommends the need for various senior high school management to incorporate teachers' professional development programs aimed at developing teachers’ understanding of the nature and role of errors in the teaching and learning of algebra.