Misconceptions of 10th Graders about the Concept of Equality in Mathematics: Prevalence and Gender-Based Differences

Abstract

This research explored the conceptions of Grade 10 students on the concept of equality in mathematics and explored possible gender-based difference. Quantitative descriptive-comparative research design was used, with a population of 1,000 students in the secondary schools of the publics as a sample chosen using proportional stratified random sampling. The Questionnaire on Equality Symbol (QES) was used to collect data by evaluating the comprehension of students regarding the definition, properties and application of equality. The results showed that students displayed moderate levels of knowledge generally, and the most problems were observed with comprehending the properties of equality, whereas their ability to understand definitions and be able to apply them was relatively high. Gender analysis showed that there were minimal differences between male and female students which were not significant. These findings point to the necessity of instructional plans centered on reinforcing the conceptual knowledge, using the visual and context representations, and incorporating the student-centered methods. In addition, the assessment practices are supposed to be focused on reasoning and application to detect misconceptions, and the development of teacher professionals should be aimed at effective techniques to teach abstract mathematical ideas. These strategies will help make students more competent in their reasoning about equality, their ability to solve problems, and their abilities in reasoning about mathematics.