The algebraic competence of high - achieving form V students

Abstract

This dissertation deals with students' conceptions of algebraic constructs, in particular of equations and functions. This theme is discussed in relation to the operational and structural conceptions of algebra and the demands made on the students when undergoing an operational-structural shift. The first part of this work provides a review of literature on algebra learning and on the operational and structural conceptions of algebra. The second part deals with a local research carried out by the author, in which a sample of eighty six high-achieving, Form V, Junior Lyceum students were asked to solve a selection of 11 algebra problems. The responses to each problem are analysed in detail, with the aim of providing an insight into the students' conception of algebra. The analysis indicates that one third of the student sample were capable of achieving the shift from an operational to a structural conception of algebra