An Investigation into Challenges Faced by Secondary School Teachers and Pupils in Algebraic Linear Equations: A Case of Mufulira District, Zambia

Abstract

This paper investigates the challenges faced by secondary school teachers and pupils in the teaching and learning of algebraic linear equations. The study involved 80 grade 11 pupils and 15 teachers of mathematics, drawn from 4 selected secondary schools in Mufulira district, Zambia in Central Africa. A descriptive survey method was employed to obtain in-depth and richer information about the central issues under study. To address the three research questions, an assessment test for the pupils was administered followed by separate interviews for teachers and pupils respectively. Some identified challenges include: (i) lack of pre-requisite knowledge by pupils, (ii) lack of conceptual, procedural and strategic knowledge and skills required for solving linear equations and (iii) inappropriate approaches and methods used in the teaching of algebraic linear equations. The study also compared responses on items from teachers’ and pupil’s interviews and found out that there was a strong relationship between teachers’ and pupils’ opinions on the challenges that pupils face in solving algebraic linear equations and what needs to be done to improve the situation. It is therefore, proposed that the teaching and learning of secondary school mathematics need to focus on transforming the quality land scape that has been identified especially the transition from arithmetic to algebra. Pupils need to be exposed to formulating equations from situations with which they are familiar and that teachers get regular refresher courses to keep them up-dated with new developments in the teaching and learning of mathematics.

Keywords: Challenges, Algebra, Linear equations, Secondary school teachers and pupils.