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Secondary School Students’ Errors in the Translation of Algebraic Statements

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Abstract

In this article, we present the results of a research study that explores secondary students’ capacity to perform translations of algebraic statements between the verbal and symbolic representation systems through the lens of errors. We classify and compare the errors made by 2 groups of students: 1 at the beginning of their studies in school algebra and another 1 completing their studies on algebra in compulsory education. This comparison allows us to detect errors which require specific attention in instruction due to its persistence and to identify errors that disappear as students advance in their study of algebra. The results and conclusions have a pedagogic value to inform instruction and also lead to backed conjectures and research questions to push forward research on student’s translation capacity and students’ knowledge of algebraic symbolism.

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Notes

  1. We use the term verbal to mean “expressed with words.”

  2. The algebraic statements which appear represented verbally have been translated to English by the authors. The translations are faithful to the original version which resembles the algebraic statements appearing in mathematics books used in Spain, in particular those used by the students in this study.

  3. A sequential statement is one that corresponds to the sequential reading of an algebraic expression.

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Acknowledgments

This study was developed within the Spanish project of Research and Development with reference code EDU2013-41632-P, financed by the Spanish Ministry of Economy and Competitiveness.

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Authors and Affiliations

  1. Universidad de Granada, Granada, Spain

    Marta Molina, Susana Rodríguez-Domingo, María Consuelo Cañadas & Encarnación Castro

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  1. Marta Molina
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  2. Susana Rodríguez-Domingo
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  3. María Consuelo Cañadas
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  4. Encarnación Castro
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Correspondence to Marta Molina.

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Molina, M., Rodríguez-Domingo, S., Cañadas, M.C. et al. Secondary School Students’ Errors in the Translation of Algebraic Statements. Int J of Sci and Math Educ 15, 1137–1156 (2017). https://doi.org/10.1007/s10763-016-9739-5

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