Nt1310 Unit 1 Term Paper

The achievement of students is a worldwide concern. In Mathematics, international studies are conducted to assess students’ achievement not only in ASEAN countries but also in other parts of the world. Several studies have been conducted to determine the comprehensive state-of the-art assessments of mathematics and science for students in Year 4 and Year 8 like the TIMSS and PISA. The first study made in 1995, TIMSS reports every four years on the achievement of Year 4 and Year 8 students. (Australian Council for Educational Research, n.d.) Meanwhile, PISA assesses the skills of students and also provides information about a range of factors that contribute to the success. One of the domains covered by PISA is mathematics. PISA is conducted

It should be pointed out that algebra is one aspect of Mathematics that was assessed in the TIMSS.

Algebra is a very important concept in mathematics. It deals with the study of rules of operations, relations, constructions and concept arising from these rules including terms, polynomials, equations and algebraic structures as well as algebraic properties. (Mangorsi, 2013 as cited by Mangorsi et. al., 2014). Meanwhile, (Mangorsi S. et. al., 2014) reported that algebraic properties have been proven to provide a rich soil for many germinations of many misconceptions among learners.

If one wants to be an effective problems solver, he has to be proficient in Algebra. The very first step for effective problem solver is understanding the known and unknown information and the relations among factors in the problematic situation. Quantitative reasoning must be applied to such situations by representing the factual and relational information in compact, unambiguous language of mathematics in order to come up with a mathematical model of the problem’s conditions. Christmas and Fey (2007) stressed that algebra embodies many of the most important ideas and symbolic conventions in the language of

(2012). Scale Development: Theory and Applications (3rd ed.). Thousand Oaks, CA: SAGE

*Foster, D. (2005). Examining student proficiency in algebra. Urban Mathematics Leaders Network. Retrieved from: www.utdanacenter.org/umln/downloads/lakeway05/davidfoster

Fulmer, G.; Liang, L. & Liu, X. (2014). Applying a force and motion learning progression over an extended time span using the force concept inventory. International Journal of Science Education. doi:10.1080/09500693.2014.93912. Kilpatrick, J., et al. (2001). Adding it up. Washington, D.C.: National Academy Press.

Linacre, J.M. (n.d.). A user’s guide to Winsteps. Retrieved from http://hbanaszak.mjr.uw.edu.pl/TempTxt/Software/winsteps.pdf

Linchevski, L. & Livneh, D. (1999). Structure sense: The relationship between algebraic and numerical contexts. Educational Studies in Mathematics, 40(2), 173-196. doi: 10.1023/A:1003606308064

Mangorsi, S., Corcino, R.B., & Pittuinan, D.S. (2014). Students’ conceptions on algebraic properties and their effect on performance in algebra: The case of some public secondary schools in Maguindanao and Lanao del Sur. Retrieved from: