صعوبات تعلم الحدوديات الجبرية لتلاميذ الصف الثاني الإعدادي في مملكة البحرين ومقترحات لعلاجها

Abstract

Abstract : Teaching algebra is a difficult task since pupils find it difficult to acquire abstract and complicated skills. This might have resulted from traditional methodology, concentrating on low thinking levels, and not attempting to develop higher thinking levels. This ultimately resulted in pupils hating the subject. The following major and sub-questions were addressed: What are the learning difficulties of algebraic expressions among Bahraini second-grade intermediate school pupils? 1. What are these difficulties? 2. In what way can these difficulties be interpreted? 3. How can these difficulties be remedied? An algebraic expressions diagnostic test was designed, validated, and administered to a sample of 539 male and female pupils selected from 10 Bahraini public schools during the first semester of the 2005/2006 academic year. Reported results indicate that: 1. The most common difficulties among pupils are: finding the square of terms, multiplying algebraic terms, dividing terms, finding the value of algebraic quantities, conducting mathematical operations using powers and analysis, adding and subtracting terms, solving verbal equations, and using powers in algebra operations. 2 . The causes of these difficulties might be: Teaching low thinking levels. Developing communication skills is not targeted. Higher-level thinking skills are not developed. Using traditional teaching methodology that does not cater for individual differences. Using traditional evaluation techniques 3. Finally, some suggestions are made to improve the objectives, content, methodology and evaluation techniques of the Algebra course. Some recommendations for further research are also made.