Exploring Learner Errors and Misconceptions in Algebraic Expressions with Grade 9 Learners Through the use of Algebra Tiles

Abstract

South African learners’ performance in mathematics, both locally and internationally, has raised significant concerns, particularly in the realm of algebra. To address this issue, a mixed-methods study was conducted to explore the effectiveness of using algebra tiles to teach algebraic expressions. The study aimed to investigate algebraic expression errors and misconceptions among Grade 9 learners and evaluate the impact of an intervention involving algebra tiles on learners’ post-test results. Data were collected through tests administered to a class of 22 Grade 9 learners. The findings of the study confirmed the error types identified in the literature and demonstrated a notable improvement in performance on the post-test following the intervention using algebra tiles. The results indicated that the intervention successfully rectified pre-existing errors and misconceptions, resulting in an 18% enhancement in overall performance among participants. The study aligned with a Vygotskian sociocultural perspective, emphasizing the pivotal role of manipulatives in facilitating learning within the zone of proximal development. The use of manipulatives aids learners in constructing conceptual understanding by reinforcing abstract ideas. Therefore, the study contributes to existing research highlighting the utility of manipulatives in mathematics classrooms, underscoring their effectiveness in enhancing learning outcomes.