Swedish middle-school students mathematical concept comprehension within algebra ± a quantitative study

Abstract

This quantitative study aims to investigate Swedish 4th and 6th grade students' comprehension of mathematical concepts within algebra. The concepts investigated were chosen out of the mathematical core content devised by the Swedish National Agency for Education (Curriculum for compulsory school, preschool class, and after-school center, 2011). The study was conducted using a quantitative research method, with surveys intended for both students (n=126) and teachers (n=3). Problem statements include queries aimed both at students' comprehension and teaching approaches, as the two are closely interrelated. Historic perspectives are showcased, with Swedish as well as international research reviewed. Results: The results of this study indicate that middle-school students struggle with concept comprehension. The common use of x, y, and z within algebra could also have implications for students' comprehension regarding variables and the concept of unknown numbers, as was shown when the students were introduced to a different variable (the letter r was used to represent an unknown in the survey).