Learning algebra and difficulties. An exploration through the study of errors

Abstract

We present the theoretical foundations and some of the results of a study on the frequency and nature of algebraic errors committed by students of 3rd grade from public schools in the city of Aguascalientes. The work consisted in the application of an algebra test to 235 students, which served to analyze the type of errors committed by the students, as well as its frequency. In a second stage clinical, interviews were conducted with nine students to explore the nature of algebraic errors. The theoretical support of current research on the learning of algebra (and mathematics) is related to cognitive science. The study of errors allows us to fundamentally detect the issues that represent a greater difficulty for students in their learning processes.