Rote learning in algebra : an investigation of students' reasoning in transforming equations at Form 5

Abstract

This study deals with students' reasoning in changing the subject of formulae. It shows that although the performance of both males and females is quite satisfactory, many students have learnt to manipulate equations by sheer memorisation of procedures and have no reasoning whatsoever with which to justify their steps in answering the questions. Gender-related differences are seen to be insignificant in the amount of correct responses. As regards to the amount of reasoned responses, however, significant sex differences were revealed in favour of males. This study also discusses different ways of students' reasoning. The unique transposition rule known as the Change Side - Change Sign is dealt with much detail and the author criticises it for its misleading characteristics. Rote learning of this rule is seen to result in quite a number of misconceptions about equations. There were other important observations in students' strategies and reasoning which are discussed in this study. Some of them are interesting issues for further research. Finally, the study takes a broad perspective on the issue of rote learning versus understanding. The author raises critical questions which make us reflect upon our educational aims and ideologies. This discussion will lead to implications for more meaningful mathematics education addressed specifically to curriculum planners, teachers, parents and last, but not least, students.