Students' Interpretation of the Algebraic Letters: The Case of the Early Year in Middle School

Abstract

The importance of the concept of letters in algebra can be seen in various applications, and the impact is to make a smooth transition from arithmetic to algebra. This article describes the findings of a study that looked into students' understanding and knowledge of letters. We used a qualitative method with a case study design. Data were collected from public middle school students' worksheets for written assessment items and transcript interviews focusing on letters. In the first step, we conducted a literature review on the theory of letter categorization in algebra. Then, we designed the task based on letters in algebra categorization. To know the task was appropriate for the students, we validated the task to the experts and then revised some tasks that the experts suggested. Furthermore, assignments were assigned to students after they had learned introduction algebra. We conclude that students' interpretation of letters predominantly represents letters representing a specific number, then letters as variable and others roles.