Student Difficulties and Misconceptions in Solving Simple Linear Equations

The purpose of this study was to investigate student difficulties, common errors and misconceptions in solving simple linear algebraic equations within a group of students (n = 217) from four different schools. The results suggest that the students in lower achievement groups have conceptual problems and mal-rules, some of which might be considered as misconceptions. In general, students in the middle and higher achievement levels did arithmetical and computational errors.


Performance and Difficulties of Students in Formulating and Solving Quadratic Equations with One Unknown
KABAR, MAKBULE GÖZDE DİDİŞ; Erbaş, Ayhan Kürşat (2015-08-01)
This study attempts to investigate the performance of tenth-grade students in solving quadratic equations with one unknown, using symbolic equation and word-problem representations. The participants were 217 tenth-grade students, from three different public high schools. Data was collected through an open-ended questionnaire comprising eight symbolic equations and four word problems; furthermore, semi-structured interviews were conducted with sixteen of the students. In the data analysis, the percentage of ...
Didis, M. Gozde; Bas, Sinem; Erbaş, Ayhan Kürşat (2011-02-13)
This study examined 10th grade students' procedures for solving quadratic equations with one unknown. An open-ended test was designed and administered to 113 students in a high school in Antalya, Turkey. The data were analyzed in terms of the students' foci while they were answering the questions. The results revealed that factoring the quadratic equations was challenging to them, particularly when students experienced them in a different structure from what they were used to. Furthermore, although students...
Sözen Özdoğan, Sinem; Akyüz, Didem; Stephan, Michelle; Department of Elementary Education (2023-2-22)
The purpose of this study is to examine the Classroom Mathematical Practices (CMPs) of seventh-grade students with regard to ratio and proportion concepts through the implementation of a specific instructional sequence. The study was conducted using an educational design research methodology and was based on the Classroom Hypothetical Learning Trajectory and related instructional sequence developed by Stephan et al. (2015). The instructional sequence was mainly carried out by an experienced middle-grade mat...
A comparison of elementary and middle grades students algebraic reasoning
İşler Baykal, Işıl; Murphy Gardiner, Angela; Knuth, Eric; Stephens, Ana; Kang, Hannah (null; 2014-07-15)
This study compares the functional thinking and equation solving performance of third-grade students who participated in a year-long early algebra intervention with that of sixth- and seventh-grade students who experienced only their regular curriculum. Results of a written assessment show that third-grade students performed similarly to sixth- and seventh-grade students, suggesting that early algebra instruction can have a positive impact on students’ achievement in middle school.
The effect of an instruction designed by cognitive load theory principles on 7th grade students' achievement in algebra topics and cognitive load
Takır, Aygil; Aksu, Meral; Department of Educational Sciences (2011)
The purpose of this study was to investigate the effect of an instruction designed by the Cognitive Load Theory (CLT) principles on 7th grade students‟ achievement in Algebra topics and cognitive load. Two groups (experimental and control) from a public school in Istanbul took part in the study. Each group had 40 students; totally 80 students were included in the study. A quasi-experimental research design was utilized. The study was conducted in totally six weeks in 2010-2011 fall semester. The instruction...
Citation Formats
A. K. Erbaş and Y. Ersoy, “Student Difficulties and Misconceptions in Solving Simple Linear Equations,” EGITIM VE BILIM-EDUCATION AND SCIENCE, pp. 44–59, 2009, Accessed: 00, 2020. [Online]. Available: