Senior high school students’ understanding of mathematical inequality

Abstract

Mathematics inequality is an essential concept that students should fully understand since it is required in mathematical modeling and linear programming. However, students tend to perceive the solution of the inequalities problem without considering what the solution of inequality means. This study aims to describe students’ mistakes variations in solving mathematical inequality. It is necessary since solving inequality is a necessity for students to solve everyday problems modeled in mathematics. Thirty-eight female and male students of 12th-grade who have studied inequalities are involved in this study. They are given three inequality problems which are designed to find out students’ mistakes related to the change of inequality sign, determine the solution, and involve absolute value. All student work documents were analyzed for errors and misconceptions that emerged and then categorized based on the type of error, namely errors in applying inequality rules, errors in algebraic operations, or errors in determining the solution set, then described. The result shows that there were some errors and misconceptions that students made caused by still bringing the concept of equality when solving the inequalities problem. It made them did not aware of the inequality sign. Students are still less thorough in operating algebra and do not understand the number line concept in solving inequalities. The other factor was giving “fast strategy” to the students without considering the students’ understanding.

Features of teaching supplements designed to help primary teachers reduce student misconceptions in mathematics

“…and volume of curved side space. Astawa et al (2020) and Palupi et al (2022) also found some learners' misconceptions when using incorrect procedures of mathematical equations and inequality.…”

Project-based learning assisted augmented reality in increasing students’ mathematical understanding of concepts

“…Students only remember a concept if they explore it properly (Mustangin & Setiawan, 2021;Yunita et al, 2020). In addition, the strategy used by the teacher is also influential, such as often forbidding the teacher to solve the problem quickly without knowing the concept of the solution (Palupi et al, 2022). Therefore, The teacher may emphasize understanding concepts so students can elaborate their thoughts on a concept using their language (Cai & Ding, 2017).…”

A comparison of reciprocal teaching and scientific approaches for improving pupils' mathematical understanding

“…However, Mathematical word problems are increasingly being used to measure pupils' mathematical understanding in high-stakes mathematics standardized tests worldwide (Trakulphadetkrai et al, 2020). One of the reasons is that pupils are given a "fast strategy" without regard for their understanding (Palupi et al, 2022). Therefore, understanding mathematics learning is essential to be taught to pupils to be successful in learning mathematics and can avoid mistakes.…”