Exploring Students’ Algebraic Reasoning on Quadratic Equations: Implications for School-Based Assessment

Abstract

The first encounter with abstract mathematical reasoning impedes the understanding of algebra for most students at lower secondary education levels, which continues to upper levels and beyond. A descriptive survey research involving 300 grade 11 students of ages 14 to 20 clustered into low, moderate, and high academic performance was conducted. Written responses were collected using a Mathematical Reasoning Test, regarding students’ argumentation modes for justifying an algebraic conjecture and assessment of suggested solutions for a given quadratic equation. Chi-square test revealed no significant relationship between students’ modes of justification and the type of school they came from, c2(4) = .50, p =.97. However, the majority exhibited limited forms of understanding and comprehension of quadratic equations. There is a serious need for more attention to students’ algebraic reasoning in school-based assessment of mathematical learning.