The structural and operational complementarity: Grade nine learners’ pitfalls and gains of simplifying algebraic expressions

Abstract

This study focused on the investigation of the structural and operational complementarity in the simplification of algebraic expressions. The dual nature of mathematical conceptions is the theoretical framework that underpin this study. Qualitative content analysis was employed as a method and research design to investigate the complementarity between the operational and structural learners’ conceptions of the simplification. The findings revealed that learners’ undeveloped and fragmented structures of algebra caused the inability to simplify expressions. Ironically, for the very few learners who managed to simplify expressions, used skills and knowledge of the previous grade. Irrespective of this, the complementarity of learners’ conceptions of systems and components is undoubtfully key to their success during the simplification of expressions. This study recommends teaching and learning of algebra should address the complementarity of the operational and structural notions.