Students' Tendency to Conjoin Terms: An Inhibition to their Development of Algebra

Abstract

When students' responses to a test of introductory algebra items were Rasch modelled, three distinct "ability" clusters occurred. The question then arose as to the mathematical thinking that could characterise each of these groups. Data from the test revealed that the tendency to conjoin terms inappropriately occurred with different frequencies in each of the three groups. Interview data and error analyses provided further insight into the students' thinking that resulted in these types of errors. Implications for classroom practice are considered.