Learning algebra: similarities and differences in motivation and knowledge among students with and without learning difficulties

Abstract

Learning difficulties affect the acquisition of mathematics, making it challenging to keep up with peers. Topics in algebra require new conceptual knowledge and symbols due to its abstract nature. This study explored the similarities and differences among students with reading difficulties, mathematics difficulties, low arithmetic skill (as identified by researchers) and students without learning difficulties. A total of 773 eighth-grade students completed a motivation survey and a knowledge test on monomials. Analysis of Variance (ANOVA) with corresponding post-hoc tests revealed that students with mathematics difficulties and students with low arithmetic skill perceive higher cost of time and energy compared to students without learning difficulties. However, all groups with learning difficulties have significantly less knowledge of monomials than students without learning difficulties. Moreover, students with low arithmetic skill differ from students with mathematics difficulties, performing significantly lower on the knowledge test. In addition to this, motivation and knowledge are correlated in a group with no learning difficulties, and sub-scales of cost and persistence predict performance.