School Algebra Teaching for Prospective Mathematics Teachers:

The Case of Absolute Value Equations

Prof. Al Jupri, M.Sc., Ph.D.

aljupri@upi.edu

Mathematics Education Study Program

Faculty of Mathematics and Science Education
Universitas Pendidikan Indonesia
2024

General Lecture “Looking at The world of Algebra: From Theory to Classroom

Held by Mathematics and Mathematics Education Study Programs
Universitas Pendidikan Indonesia
18 January 2024
Outline of the Lecture

 Introduction

 Qualitative Study on The Teaching of School Algebra for

Prospective Mathematics Teachers
a. Background; theoretical frameworks; and research methods

b. Analysis of the teaching process for the topic of absolute value equations

c. The impact of the teaching on prospective mathematics teachers’

procedural skills and conceptual understanding

 Discussion
 Introduction

Algebra is a difficult topic for secondary school students, including

for Indonesian students.

In international studies, such as TIMSS and PISA, Indonesian

students have very low achievements. This is often blamed on
teachers who are said to be not good at teaching. The poor
teaching abilities may be due to the learning process in higher
education.

In this lecture, we will investigate the process of the teaching and

learning of algebra topics for prospective mathematics teachers.
Qualitative Study on The Teaching of School Algebra for Prospective
Mathematic Teachers: The Case of Absolute Value Equations

Background, theoretical frameworks, and research methods

 Research Background

Solving absolute value equations is considered a difficult topic in

algebra not only by secondary school students but also by
prospective mathematics teachers, particularly in Indonesia
(Serhan & Almeqdadi, 2018; Stupel & Ben-Chaim, 2014; Aziz et
al., 2019).

This difficulty should be overcome by strengthening the conceptual

understanding and procedural skills of the prospective teachers in
the teaching and learning process.

We wonder how the learning and teaching processes are

implemented so as to strengthen conceptual understanding and
procedural skills, particularly in the case of solving absolute value
equations.
 Theoretical Frameworks

1. Types of teaching and learning approaches

2. Didactical functions of technology in mathematics education

3. Algebraic proficiency
Types of teaching approaches

Types teaching approaches

Deductive teaching approach Inductive teaching approach

It is implemented by It is implemented by applying

applying deductive thinking in the inductive thinking in the learning
learning and teaching processes, i.e., and teaching processes, i.e.,
teaching mathematical concepts and teaching mathematical concepts
principles from general to more specific and principles from specific to
cases. more general cases.

Prince & Felder, 2006

Didactical functions of technology

Tool for doing mathematics

Environment for
practicing skills

Didactical functions of
technology in mathematics
education

Tool for
learning
mathematics Environment for
developing concepts
Adapted from Drijvers, Boon, & Reeuwijk, 2010
Algebraic Proficiency

Conceptual understanding: Procedural fluency:

A comprehension of Skill in carrying out procedures
mathematical concepts, flexibly, accurately, efficiently,
operations, and relations. and appropriately.

Kilpatrick, 2001
 Research Methods

Qualitative case study:

 Classroom observations and reflection on the teaching of
algebra topics with the help of GeoGebra software, 2 x 100
minutes, involving 47 prospective mathematics teachers.

 Individual written formative test (30 minutes).

Qualitative Study on The Teaching of School Algebra for Prospective
Mathematics Teachers: The Case of Absolute Value Equations

Analysis of the teaching process for the topic of absolute value equations
Step 1: Start from definition and properties of absolute value

Definition
Geometric meaning for the absolute
value

The distance from 3 to 0, which is 3.

Examples:
(1)
(2)
The distance from -3 to 0, which is 3.
Geometric meaning for absolute value equations

(1) (3)

(2)
Prove each property of the absolute value below:
(1) , .
(2) , .
(3) ,
(4) ,
(1) , . (3) ,
Proof:
Proof.
• If one of , is zero, then
If , then . Therefore,
.
• If and , then .
If , then . Therefore, .
If , then • If and , then .
Therefore
.
• If and , then .
Therefore,
.
• If and , then .
Therefore,
.
(2) , . (4) ,
Proof.
Proof.
Since for , we have
| |
.
| |
.
Step 2: Providing examples and explanations

By using the definition, (a)

properties, and geometric
interpretations, solve each
equation below: Using the definition of absolute value

(a)

(b)
Using Properties of Absolute Using Geometric Meaning
Values:

.
.
.
.
.
.
or .
Using Geometric Interpretation
with the help of GeoGebra.

Using the graph method, the

solution for is
interpreted as finding abscissas of
the intersections of the graph
and
By using the definition, (b)
properties, and geometric
interpretations, solve each
equation below: Using the definition of absolute value

(b)
Using Properties of Absolute Be careful!
Values:

. Please verify!
.
.
.
.
.
or .
Using Geometric Interpretation
with the help of GeoGebra.

Using the graph method, the

solution for is
interpreted as finding abscissas of
the intersections of the graph
and
Step 3: Providing exercise and classroom discussion

Solve each equation below

using three different strategies
(a)
(b)
(c)
(d)
(e)
(f)
(g)
Classroom Discussion
Classroom Discussion
Reflection 1.1: Analysis of the teaching and learning process

The sequence of the learning and teaching processes proceeds

from the definition and interpretation of the absolute value, the
properties, the application of the definition and properties for
solving absolute value equations, classroom discussions, and
assignment.

As the teaching process starts from general ideas to more specific

ideas, then it is included within the deductive teaching approach
(Prince & Felder, 2006).
Reflection 1.2: Analysis of the use of GeoGebra

The GeoGebra is used as a tool for drawing graphs which aids for
solving absolute value equations visually.

From the observation, we see that the use of technology in the

learning and teaching processes includes two functions: a tool for
solving problems and as an environment for developing concepts
(Drijvers, Boon, & Van Reeuwijk, 2010).
Qualitative Study on The Teaching of School Algebra for Prospective
Mathematics Teachers: The Case of Absolute Value Equations

The impact of the teaching on prospective mathematics teachers’

procedural skills and conceptual understanding
Results of individual written test
Some notes on the findings

We found:
 more than 75% of students did the task correctly for all tasks, except for task 2.

 three different solution methods: the definition, the properties, and the graph
method.

 the use of the definition method is more frequent than the properties method; the
properties method is more frequent than the graph method.

 main mistakes stem from forgetting to check the final answers: Whether they are
solutions or not through substitutions.

 the graph method was only used by some students along with the use of the
properties method (a complementary method to ensure the use of the properties
method correctly.)
Reflection 2.1: Procedural skills vs conceptual understanding

As the definition method depends on the definition of the absolute

value, we view that it tends to support more on the development of
procedural skills of prospective mathematics teachers.

As the properties and graph methods needs a comprehensive

understanding to equations before executing the solution process, this
can be considered to support more on the development of conceptual
understanding.

In line with other relevant studies, the findings of this study suggest
that procedural fluency is more acquired than conceptual understanding
(e.g., Jupri & Sispiyati, 2020;Jupri, Sispiyati, & Chin, 2021).
References*
Aziz, T. A., Supiat, S., & Soenarto, Y. (2019). Pre-service secondary mathematics teachers’ understanding of absolute value. Jurnal Cakrawala Pendidikan,
38(1), 203-214.

Drijvers, P., Boon, P., & Van Reeuwijk, M. (2010). Algebra and technology. In P. Drijvers (Ed.), Secondary algebra education: Revisiting topics and themes and
exploring the unknown (pp. 179-202). Rotterdam, the Netherlands: Sense Publishers.

Jupri, A., & Sispiyati, R. (2020). Students’ algebraic proficiency from the perspective of symbol sense. Indonesian Journal of Science and Technology, 5(1), 86-
94.

Jupri, A., Sispiyati, R., & Chin, K. E. (2021). An investigation of students’ algebraic proficiency from a structure sense perspective. Journal on Mathematics
Education, 12(1), 147-158.

Kilpatrick, J. (2001). Understanding mathematical literacy: The contribution of research. Educational Studies in Mathematics, 47(1), 101-116.

Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education,
95(2), 123-138.

Serhan, D, Almeqdadi, F. (2018). Pre-service teachers’ absolute value equations and inequalities solving strategies and errors. The Eurasia Proceedings of
Educational and Social Sciences, 10, 163-167.

Stupel, M., & Ben-Chaim, D. (2014). Absolute value equations–what can we learn from their graphical representation? International Journal of Mathematical
Education in Science and Technology, 45(6), 923-928

*Main part of this lecture has been published in: Jupri, A., & Gozali, S.M. (2021). Teaching and learning processes for prospective
mathematics teachers: The case of absolute value equations. Mathematics Teaching-Research Journal, 13(3), 142-157.