Grade 9 learners’ understanding of algebraic expressions: A case of a selected high school in Frances Baard District in the Northern Cape

Abstract

Mathematics underachievement is a global challenge, with South Africa also experiencing a decline in skills consistent with international trends. This study aimed to explore the understanding of algebraic expressions amongst Grade 9 learners. The study was inspired by the fact that learners in the Northern Cape usually demonstrate dismal performance in algebraic expressions. When learners lack strong algebraic skills, it can reduce their confidence and achievement in further education and training, restricting access to careers in Science and Engineering. This study draws on Skemp’s theory of understanding to help explain and make sense of the phenomenon of poor performance in algebraic expression. The study adopted a qualitative case study research approach in which 40 learners from a selected school in the Frances Baard District, Northern Cape in South Africa, participated. Test and semi-structured interviews were used to collect data. The findings of the study revealed that learners lack the fundamental concepts or pre-requisite knowledge in algebraic expression. They also lack relational understanding in algebraic expressions and moreover, their mathematical connection abilities were very low. The implications of this study include but are not restricted to, the need for teachers to pay special attention, monitor, document and carefully examine learners’ misconceptions and conceptual gaps when teaching algebraic expression. There is also a need for learners to be exposed to appropriate, practical and real life-scenarios during the teaching and learning of algebraic expressions to make the content more simple, realistic, engaging and understandable. These stated implications should be regarded in view of some of the limitations of this research, including the small sample size, limited time and resources.