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COMMON MISCONCEPTIONS AND ERRORS IN ALGREBRA WORD
PROBLEM SOLUTION OF FIRST YEAR MATHEMATICS MAJOR

STUDENTS IN MINDORO STATE UNIVERSITY
A Thesis
Presented to the Faculty of College of Teacher Education
MINDORO STATE UNIVERSITY
Calapan City Campus
Masipit, Calapan City, Oriental Mindoro
In Partial Fulfillment
of the Requirements for the Subject
Research 112
Bachelor of Secondary Education Major in Mathematics
by
Emerson P. Consigo
Goldie Mae O. De Villa
Mariniel H. Zapata
January 2023
i
APPROVAL SHEET
This thesis titled COMMON MISCONCEPTIONS AND ERRORS IN

ALGREBRA WORD PROBLEM SOLUTION OF FIRST YEAR
MATHEMATICS MAJOR STUDENTS IN MINDORO STATE UNIVERSITY,
prepared and submitted by EMERSON P. CONSIGO, GOLDIE MAE O. DE
VILLA, MARINIEL H. ZAPATA, has been successfully presented and
recommended for approval by the Thesis Committee in partial fulfilment of the
requirements for the degree, BACHELOR OF SECONDARY EDUCATION, major
in Mathematics.
POLEMER M. CUARTO, Ph.D.

Adviser
THESIS COMMITTEE
GLENDA C. CASTILLO ALAIN A. MENDOZA, Ph.D.

Chairperson Member
POLEMER M. CUARTO, Ph.D.
Member
Approved and accepted in partial fulfilment of the requirements for the degree
of BACHELOR OF SECONDARY EDUCATION MAJOR IN
MATHEMATICS.
ROMEO C. CASTILLO, Ph.D.

College Dean
February, 2023
ii
Abstract
One of the most serious problems in learning Algebra is the prevalence of
misconceptions and errors. The researchers utilized a qualitative case study using
document analysis to determine the common misconception and specific errors in
Algebra word problem solutions of the First Year BSEd Mathematics major students.
Results revealed some misconceptions in Algebra word problem solutions such as
shorter-is-larger misconception, distributive rule misconception, “of remaining”
misconception, “not more than” misconception, “less than” misconception, negative
length misconception, oversimplification misconception, exception in conversion
misconception, and syntactic word order matching process misconception. Several
specific errors in Algebra word problem solutions were also noted such as wrong
subtraction of numbers, incorrect mathematical expressions, negative length and width,
wrong simplification, wrong simplification by elimination method, unnecessary
change of variable, improper distribution, misinterpretation of words of fraction,
combined unlike terms, under simplification, oversimplification, unnecessary
transformed terms, applied unnecessary formula, incorrect mathematical equation,
incorrect factoring, unlabeled and mislabeled answer, combining unlike units, wrong
conversion of units, unchanged sign, operation error, unfinished solution, and
combining unlike terms. Based on the results, the researchers developed a strategic
intervention material to remediate the common misconceptions and errors of students
in Algebra word problem solutions.
Keywords: Algebra, document analysis, errors and misconceptions, qualitative case
study, problem solving
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ACKNOWLEDGEMENT
The researchers were honored to take this opportunity to thank people who have
helped them through this process.
ROMEO C. CASTILLO, PhD College Dean of Mindoro State University, for
allowing them to conduct the study;
POLEMER M. CUARTO, PhD the researchers’ adviser and statistician, for his
patience, invaluable support, and useful suggestions and recommendations for the
realization of this study.
GLENDA C. CASTILLO, for sharing her expertise as the chairperson of the
research committee.
TO THE RESPONDENTS, for their kind cooperation in answering the
questionnaire during the conduct of the study;
TO OUR FAMILY AND FRIENDS, for the love, encouragement,
understanding, moral and financial support throughout the conduct of the study in the
midst of difficulties;
Finally, TO OUR ALMIGHTY GOD, for the clarity of mind, for the strength,
enlightenment, wisdom, guidance, love, and for giving immeasurable blessings.
E. P. C.
G. O. D.
M. H. Z.
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DEDICATION
First of all, we want to dedicate this piece of work to our Almighty God, to our
beloved and supportive adviser, family and friends this is all for you.
Emerson P. Consigo
Goldie Mae O. De Villa
Mariniel H. Zapata
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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF TABLES xi
LIST OF FIGURES xii
CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction/Nature and Importance of the Study 1
Statement of the Problem/Objectives of the Study 5
Scope, Limitation, and Delimitation of the Study 6
Significance of the Study 7
Definition of Terms 8
Theoretical Framework and Conceptual Framework 10
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES
Algebra and the Skills Required 15
Nature of Misconceptions and Errors in Algebra 18
Arithmetic and Algebra Word Problems 21
Misconceptions and Errors in Algebra 24
Algebraic Expressions and Symbols
Polynomials, Exponents, and Radical Expression 26
Linear Equations 27
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Related Misconceptions and Errors of Indicators 28
Student’s Difficulties in Algebra 32
Synthesis 34
CHAPTER III RESEARCH METHODOLOGY/MATERIALS AND METHODS
Research Design 35
Research Locale 35
Participants of the Study 36
Research Instrument 36
Validation of the Research Instrument 37
Data Gathering Procedure 37
Statistical Treatment of Data 38
CHAPTER IV RESULTS AND DISCUSSION
Common Misconception in Algebra Word Problem Solution 39
Shorter – is – Larger Misconception 41
Distributive Rule Misconception 42
“Of the Remaining” Misconception 43
“Not more than” Misconception 44
“Less than” Misconception 44
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Negative Length Misconception 45
Oversimplification 46
Exception in Conversion 47
Syntactic Word Under Matching Process Misconception 48
Specific Errors in Algebra Word Problem Solution 49
Wrong Subtraction of Numbers in Decimal 52
Unlabeled Answer in Decimal 53
Incorrect Mathematical Expression 53
Negative Length and Width 55
Wrong Simplification in Distributive Property 56
Wrong Simplification by Elimination Method 57
Unnecessary Change of Variables 57
Improper Distribution 58
Misinterpretation of Words of Fraction 59
Combined unlike terms in Inequality problem solution 60
Under Simplified Inequalities 60
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Oversimplified Inequality problem solution 61
Unnecessary Transformed terms in Inequality problem solution 61
Applied Unnecessary Formula in inequality problem solution 62
Wrongly Simplified Inequality problem solution 63
Incorrect Mathematical Equation 64
Unlabeled Answer 64
Incorrect factoring 66
Wrong Subtraction of numbers 66
Incorrect mathematical equation 67
Unlabeled and Mislabeled answers 68
Combining unlike units in Unit Conversion 69
Wrong Conversion of Units in Unit Conversion 70
Mislabeled Answers 71
Unchanged Sign in Variables word problem solution 71
Operation Error in Variable problem solution 72
Incorrect Mathematical Equation 73
Unfinished Variable word problem solution 73
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Combined unlike terms in Variable word problem solution 74
Proposed Strategic Intervention Materials 75
CHAPTER V SUMMARY, CONCLUSION AND RECOMMNEDATION
Summary 78
Conclusions 81
Recommendations 81
REFERENCES 83
APPENDICES
Letter for Validation Request 90
Validation Form 93
Request Letter 114
Research Instrument 115
Intervention Materials
CURRICULUM VITAE
x
List of Tables
1 Common Misconceptions in Algebra Word Problem Solutions 39
2 Specific Errors in Algebra Word Problem Solutions 49
3 Proposed Strategic Intervention Materials 75
in Algebra Word Problem Solutions
xi
LIST OF FIGURES
1 Conceptual Model of Common Misconceptions and Errors 14
in Algebra Word Problem Solution
1.1 Shorter – is – Larger Misconception 41
2.1 Distributive Rule Misconception 42
3.1 “Of the Remaining” Misconception 43
4.1 “Not more than” Misconception 44
4.2 “Less than” Misconception 44
5.1 Negative Length Misconception 45
6.1 Oversimplification 46
7.1 Exception in Conversion 47
8.1 Syntactic Word Under Matching Process Misconception 48
9.1 Wrong Subtraction of Numbers in Decimal 52
9.2 Unlabeled Answer in Decimal 53
9.3 Incorrect Mathematical Expression 53
10.2 Negative Length and Width 55
10.3 Wrong Simplification in Distributive Property 56
11.1 Wrong Simplification by Elimination Method 57
11.2 Unnecessary Change of Variables 57
11.3 Improper Distribution 58
11.4 Misinterpretation of Words of Fraction 59
12.1 Combined unlike terms in Inequality problem solution 60
xii
12.2 Under Simplified Inequalities 60
12.3 Oversimplified Inequality problem solution 61
12.4 Unnecessary Transformed terms in Inequality problem solution 61
12.5 Applied Unnecessary Formula in inequality problem solution 62
12.6 Wrongly Simplified Inequality problem solution 63
13.1 Incorrect Mathematical Equation 64
13.2 Unlabeled Answer 64
13.4 Incorrect factoring 66
13.5 Wrong Subtraction of numbers 66
14.1 Incorrect mathematical equation 67
14.2 Unlabeled and Mislabeled answers 68
15.1 Combining unlike units in Unit Conversion 69
15.2 Wrong Conversion of Units in Unit Conversion 70
16.1 Mislabeled Answers 71
16.2 Unchanged Sign in Variables word problem solution 71
16.3 Operation Error in Variable problem solution 72
16.4 Incorrect Mathematical Equation 73
16.5 Unfinished Variable word problem solution 73
16.6 Combined unlike terms in Variable word problem solution 74
xiii
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1
Chapter I
Introduction and Background of the Study
One of the most serious problems in learning Algebra is the prevalence of
misconceptions and errors. Since mathematics curricula have a spiral attribute, it is
impossible to define any concept in Algebra without using many other concepts.
Misconceptions emerge because of students' experiences and incorrect beliefs. Every
person has a distinct thinking system that they use to make sense of and express their
experiences in the world. If these thinking systems are flawed and deficient, they serve as
the foundation for misconceptions. The majority of Algebra misconceptions are deep-
seated, widespread, and create long-term barriers to conceptual understanding.
Misconceptions are resistant to change because they are consistent and supported by
individuals' learning experiences. Errors can be as simple as arithmetic errors or a lack of
accuracy (which we all experience from time to time), or they can be the result of lapses
in concentration or mistyping/miscopying a calculation or value. However, they can
exhibit issues that are more serious by displaying misconceptions about a topic.
Algebra is the study of symbols and the principles that govern their manipulation.
These symbols (now written as Latin and Greek letters) represent quantities with no fixed
values, known as variables, in elementary algebra. Algebra is a critical life skill that
should be fully grasped and mastered. It takes us beyond fundamental math and prepares
us for statistics and calculus. It is useful for a variety of jobs, some of which a student
may pursue as a secondary career. Algebraic word problems are questions that require
you to translate sentences into equations and then solve those equations.
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Notably, East Asian countries, including Singapore, Chinese Taipei, Korea, Japan,
and Hong Kong SAR, ranked tops in the recently completed 2019 Trends in International
Mathematics and Science Study (TIMSS). In Mathematics 8, thirty percent of the
assessment is devoted to algebra, which is divided into two topic areas (expressions,
operations, and equations and relationships and functions). Meanwhile, Singapore ranked
first in both grade four and grade eight mathematics (625) and (616), respectively.
While the Philippines only received a score of 297 in mathematics, it is
"significantly lower" than any other participating country. In both tests, the country
received the lowest score out of the 58 countries that took part. According to the 2019
TIMSS, only 19 percent of Filipino students were on the low benchmark in mathematics,
which means they had "some basic mathematical knowledge," while 81 percent did not
even reach this level. They can add, subtract, multiply, and divide whole numbers with
one or two digits. They are able to solve simple word problems. They understand simple
fractions and common geometric shapes.
Reflecting on the performance of Filipino students in comparison to East Asian
students who appear to have outstanding performances in mathematics, particularly in
algebra, one arising point of inquiry is into how students from those countries are taught
and what misconceptions and errors may have been addressed that helped and caused
them to achieve such high levels of achievement in that part of algebra. This could be a
wake-up call for educational leaders and math teachers to investigate the most common
errors made by Filipino students when solving algebraic word problems. Furthermore, the
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2019 TIMSS result is something that teachers and researchers should pay attention to in
order to find appropriate interventions to help students achieve a high level of proficiency.
Patterns and relationships are all around us, and algebra allows us to express them
mathematically. Students should be able to use algebraic models to solve real-world
problems and explain relationships involving algebraic concepts. They must understand
that if there is a formula involving two quantities, if they know one, they can find the other
algebraically or by substitution. Understanding other branches of mathematics and other
subjects that are primarily related to algebraic calculations is aided by mastery of algebra
concepts. Students who have algebraic misinterpretations may struggle to solve problems
using algebra in other branches of mathematics or related subjects such as physics,
chemistry, and even economics.
Solving word problems in algebra can be particularly difficult because it not only
introduces representations that are more abstract and more complex relationships between
quantities, but it can also magnify misconceptions that have their roots in previous
instruction. Beginning algebra students frequently have misconceptions, such as believing
that the equals sign indicates the operation to be performed (that negative signs represent
only the subtraction operation and do not modify terms) and that variables cannot
represent more than one value.
One of the difficulties students encountered while learning algebra understood the
process-product duality of algebraic expressions, which encode both operational
instructions as well as a number that is the product of these operations. Many students'
inability to work with enclosed expressions may be due to their difficulty understanding
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the multiple meanings encoded by these expressions. However, algebra is regarded as one
of the most important areas of school mathematics. Despite their importance, students
struggle to grasp basic algebraic concepts such as variables, expressions, and equivalence.
Although basic algebraic concepts are introduced in elementary and high school, some
students, including college students, struggle to understand algebra because it is more
abstract than any other field of mathematics.
Given that Algebra is regarded as a gateway subject due to its use in various
branches of mathematics and science, identifying which errors in solving word problems
in Algebra are the most persistent and pernicious can help direct the attention of both
researchers and teachers toward developing and implementing interventions to correct
misconceptions at the most critical and effective times. Many common algebraic errors
have been identified in previous work on algebraic misconceptions, and efforts to classify
these common misconceptions and errors have been extremely beneficial.
Along these lines, given that algebra is one of the most difficult areas of
mathematics where achievement rates are low, this study was designed to identify
students' misconceptions and specific errors in solving word problems in Algebra.
Researchers provided possible suggested solutions for each stated misconception and
common error to help students overcome these problems in the future with the help of
their teachers. More importantly, the solutions proposed will assist students in improving
their competence and capacity in solving algebraic word problems.

5
Statement of the Problem
This study determined the common misconceptions and errors in algebra word
problem solution of First Year Mathematics Major Students in Mindoro State
University-Calapan City Campus for Academic Year 2021-2022.
Specifically, this study answered the following questions:
1. What are the common misconceptions of the First Year College of Teacher Education
Mathematics Major students in Algebra word problem solutions in terms of:
1.1 Decimals
1.2 Distributive Property
1.3 Fractions
1.4 Inequality
1.5 Negative Sign
1.6 Operations
1.7 Unit Conversion
1.8 Variables?
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2. What are the specific errors of the First Year College of Teacher Education
Mathematics Major students in Algebra word problem solutions in terms of:
2.1 Decimals
2.3 Fractions
2.4 Inequality
2.5 Negative Sign
2.6 Operations
2.7 Unit Conversion
2.8 Variables?
3. What intervention materials may be proposed to remediate the misconceptions and
errors in algebra word problem solutions?
Scope, Limitation, and Delimitation of the Study
This study focused on the common misconceptions and errors of the students in
dealing with algebra word problems. The study was conducted in Academic Year 2021-
2022, second semester to the First Year BSEd Mathematics Majors of Mindoro State
University, Calapan City Campus.

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One of the limitations of this study was conducted online due to Covid-19 pandemic
and everyone’s safety is a must, so the researchers will use Google Classroom for the
dissemination and retrieval of the research instrument. Moreover, students may or may
not have taken the word problems seriously when answering, but there is no reason for
them not to be honest, accurate, and thorough in their reports.
This study was delimited to the specified indicators; (1) variables, (2) negative signs,
(3) inequality, (4) operations, (5) fractions, (6) distributive property, (7) decimals, and (8)
unit conversion, for the common misconceptions and errors in Algebra word problem
solution
Significance of the Study
Results of this study would be beneficial to the following individuals and groups:
Dean/Program Chair. This might be extremely beneficial in terms of establishing
school-based programs, initiatives, and activities on how to create an engaging learning
environment despite the pandemic condition, which would aid in achieving the desired
learning results.
Teachers. They may be given insights into the factors and manifestations of their
students’ mathematics engagement, from which they can derive ideas for developing a
learning support system that will motivate and eventually engage their students in
mathematics, even if they are doing so through distance learning.
First Year Students. They are the primary beneficiaries of this study, the findings in
common misconceptions and errors in solving Algebra word problems predict their
mathematics engagement, which could provide them with the necessary support for
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learning and, in turn, help them increase their level of mathematics engagement while
learning during the pandemic.
Future Researchers. To the future researchers working on the same topic or in the same
learning area may find the findings of this study useful as a reference in their future
endeavors. They could also be able to spot a new research gap that they can investigate.
Definition of Terms
To understand deeply what this study is all about, the following terms were
conceptually and operationally defined.
Distributive Property. The distributive property tells how to solve expressions in the
form of a(b + c). As used in the study, distributive property refers to the distribution of
variables in order to make the process clearer.
Error. Error is an act or statement that is not right or true or proper. Errors may be
discovered in incorrectly answered problems that have flaws in the process that generated
the answers (Young, 2017). In this study, errors of the respondents to each indicator were
shown in the result of the collected data.
Equality. Equality is a symbolic expression of the fact that two quantities are equal. As
used in the study, this obviously refers to two variables that have the same value.
Fraction. Fraction is a numerical quantity that is not a whole number. In this study, Harris
(2020) emphasized that algebra students must have a conceptual comprehension of

9
fractions. Students must understand the meaning of a fraction and be able to execute
mathematical operations on fractions.
Inequality. Inequality is the relationship between two expressions that are not equal
employs a sign such as "not equal," "greater than," or "less than" as a symbolic expression
of the fact that two quantities are not equal. As used in the study, this is the opposite of
equality where two variables don’t have the same value.
Mathematical Properties. Mathematical Properties are the laws of math that state a
mathematician must follow these rules (the properties) to solve a math problem. As used
in this study, it helps the respondents to identify which property is used in order to answer
the problem.
Misconception. Misconception is a view or opinion that is incorrect because it is based
on faulty thinking or understanding. In this study, misconception, according to Ojose
(2015), is a type of misunderstanding and misinterpretation resulting from incorrect
interpretations. Furthermore, Eryilmaz (2015) defined misconceptions as a subset of
errors, implying that while all misconceptions are errors, not all errors are misconceptions.
Negative sign. Negative Sign is another term for a minus sign. As used in the study,
negative signs may lead the respondents into confusion on how to use it or when to use it.
Operation. Operation is an active process and the discharge of a function. As used in the
study, according to Harris (2020), students will not get very far in algebra unless they have
a firm foundation in the four essential arithmetic abilities of addition, subtraction,
multiplication, and division.

10
Unit Conversion. Unit Conversion is a multiplication or division by a numerical factor,
selection of the correct number of significant digits, and rounding are all part of the unit
conversion procedure. As used in this study, it is a process of converting one unit to see
the equivalent value to another unit (e.i, cm to m, g to kg).
Variables. Variables are quantity which during calculation is assumed to vary or be
capable of varying in value. Meanwhile, Dede et al. (2017) stated reasons for students'
difficulties in learning algebra as not understanding different uses of variables, not
understanding the role of variables in making generalizations, not being able to interpret
variables, and failing to perform operations with variables. As used in the study, variables
are predicted by the respondents regarding how they understand the given problem.
Word Problem. Word Problem is a mathematical exercise where significant background
information on the problem is presented in ordinary language rather than mathematical
notation. According to Regina (2020), students must be able to transform word problems
into algebraic expressions. In this study, these are the questions to be answered by the
chosen respondents.
Theoretical Framework
This study was anchored on the relevant theories of learning, the Constructivism
theory, Gestalt Theory of Problem Solving, Lateral Thinking Theory of Problem Solving,
and Problem-Solving Theory:
According to the Constructivism theory of learning, proposed by Piaget (2014),
which stated that learners construct knowledge rather than passively absorbing
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information. People build their own representations of the world and incorporate new
information into their pre-existing knowledge as they experience it and reflect on it
(schemas).
In relation to the study, misconceptions are critical to learning and teaching
because they are part of a student's conceptual structure, which interacts with new
concepts. As a result, because misconceptions lead to errors, they will have a negative
impact on new learning. Since Constructivism theory emphasizes that concepts are
produced during the learning process when students incorporate new information into and
alter their previous schema, as a result, a collection of prior knowledge, beliefs,
preconceptions, and misconceptions aids us in examining pupils' comprehension of new
information. The constructivist framework claims that students' efforts to create
knowledge may include explaining their thinking and reasoning, which is a key element
of acquiring algebraic concepts and a driving force behind the development of research
instruments like written examinations. Constructivism was chosen as the most appropriate
framework for this study due to the fact that many of them are suffering with the word
problem algebra transition.
This study also rooted on Wertheimer’s (2018) Gestalt Theory of Problem
Solving, which posits that it is with a flash of insight that problem solving occurs. When
a problem solver moves from a state of not-knowing to a state of knowing how to solve a
problem, insight occurs. During insight, a problem solver formulates ways of representing
problems to find the solution. There are several ways of conceptualizing what happens
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during this, such as building schema, reorganizing visual information, restating a given
problem, removing mental blocks, and finding a problem analogy.
This could be related to the current study since it teaches students how to mentally
build and change problem representations until the best one is found. Their suitable
representations can alter the problem's difficulty. This reveals their accountability for
identifying challenging situations with ambiguous suitable representations.
Another theory that is significant to this study is the Lateral Thinking Theory of
Problem Solving as proposed and developed by de Bono (2017), which pertains to the
procedures of using concepts of thinking in generating solutions to a problem. According
to him, literal thinking theory is designed around two basic concepts known as "horizontal
thinking" and "vertical thinking." In horizontal thinking, it is very essential that a person
knows how to dig new holes and thus generate new alternatives that are possible solutions
to their problems. While in vertical thinking, it is necessary that the person know how to
dig down his/her existing hole as long as it is a possible solution to the problem. This
theory indicates that a person solves problems based on their own insights, ideas, and
techniques.
In relation to this study, it teaches students that problem solving requires them to
take what they have already learned and figure out how to apply it. This strategy makes it
straightforward for students to grasp ideas and information, as well as identify formulas
that can be used to solve the problem. Students could also quickly eliminate prejudices
and inaccurate assumptions, and instead of relying on pre-existing methods and solutions,
they might come up with more useful and practical ideas.

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Moreover, Problem Solving Theory, as proposed by Schoenfeld (2015), states that
understanding and teaching mathematics should use a problem-solving approach in which
it includes the analysis of the success and failure of people in attempting to solve
problems. This further explained that this theory was divided into four classifications of
skills or knowledge that people needed to acquire in order to be able to learn mathematics
successfully. First are the resources, or the procedural and preposition knowledge of
mathematics. Second are the heuristics, defined as strategies and technologies for problem
solving, like drawing figures and working backwards. The third factor is control, or the
process of deciding when and how to use resources and techniques. In addition, the last
factor is the belief that mathematical views are used to determine the process by which
someone approaches a problem.
In relation to this study, Problem Solving Theory argues that teachers should
employ an approach that encourages students to be more interested in solving problems,
which can help students contextualize and offer solutions to real-world problems. It also
underlines that incorporating the four stages of knowledge, which comprise resources,
heuristics, control, and beliefs, can help children learn mathematics effectively most
especially in algebra word problems.
The foregoing theories gave valuable insights and ideas that led to the development of the
conceptual framework used in this study.

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Conceptual Framework
Input Process Output
Common • Identification of
Misconceptions and the common
Errors in Algebra Word misconceptions
Problem Solution in and errors in
terms of: algebra word Proposed
• Decimals problem solutions Strategic
• Distributive • Analysis and intervention
Property Interpretation of materials
• Fractions the gathered data
• Inequality
• Negative Sign
• Operations
• Unit Conversion
• Variables
Figure 1: Conceptual Model of Common Misconceptions and Errors in Algebra

Word Problem Solution of First Year Mathematics Major students in Mindoro
State College of Agriculture and Technology
As shown in the diagram, the first box, which is the input, represents the problem
regarding the common misconceptions and errors in algebra word problem solution in
terms of decimals, distributive property, fractions, inequality, negative sign, operations,
unit conversion, and variables as an indicator of first-year mathematics major students in
Mindoro State University-Calapan City Campus.
The second box signifies the process of collecting sufficient data and facts. In
order to identify the most common misconceptions and errors in algebra word problem
solutions, data gathering, data analysis and interpretation were presented.
The last box contains the propose intervention materials of the study. This current
study can serve as a basis to increase awareness and provide assistance to remediate
common misconceptions and errors in algebra word problems.

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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents concepts and findings both foreign and local related to the
present study on the common misconceptions in the algebra word problem solution of
second-year mathematics major students at Mindoro State University.
Algebra and the Skills Required
According to the National Council of Teachers of Mathematics (NMAP, 2018),
algebra is a way of thinking as well as a set of concepts and skills that enable students to
generalize, model, and analyze mathematical situations, and that provides a systematic
way to investigate relationships, assisting in the description, organization, and
understanding of the world. Algebra is more than simply another topic on your child's
academic curriculum. It is a watershed moment in a student's mathematical education—it
is the conclusion of all previous arithmetic and the basis for all subsequent high school
and college math. Even the most fundamental college-level math and science programs
require knowledge of Algebra (Regina, 2020).
According to the National Research Council (2016), proficiency with whole
numbers and rational numbers is required for advanced mathematical proficiency.
Proficiency with whole numbers includes computation of single and multi-digit problems,
estimation, mental arithmetic, and the ability to solve word problems. Understanding
fractions and decimals, solving problems with numbers, using integers and proportional
reasoning, and being able to apply them in a variety of contexts are all examples of rational
number proficiency.
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The National Mathematics Advisory Panel (2018) reported certain skill areas in
which they should be proficient before a student could succeed in algebra. The first area
is devoted to whole numbers. NMAP (2018) recommends that a student understand basic
operations, commutative, associative, and distributive properties, applying operations to
problem solving, estimation and magnitude, and being fluent with algorithms under this
heading. Working with fractions is the second area in which a student should be proficient.
These abilities should include the ability to compare and represent rational numbers,
perform calculations with rational numbers, and convert and understand the relationships
between different rational numbers.
The Southern Regional Education Board (2013), a non-profit organization,
reported a set of content-specific skills that are required for future algebra proficiency.
These skills include: using, comparing, and ordering a variety of number forms such as
fractions, decimals, integers, percepts, and percent; computing (addition, subtraction,
multiplication, and division) with these number forms; writing, simplifying, and solving
algebraic equations using addition, subtraction, multiplication, and division; creating,
analyzing, and generalizing a variety of patterns; and understanding and representing
algebraic functions both through formulas and diagrams.
According to Harris (2020), students will not get very far in algebra unless they
have a firm foundation in the four essential arithmetic abilities of addition, subtraction,
multiplication, and division. These algebra abilities will be required to conduct the
procedures required to solve equations and simplify expressions. Additionally, the phrase
"signed numbers" applies to both negative and positive numbers; they are also known as
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integers. When conducting mathematical operations, students must understand how to
handle signed numbers. (Harris, 2020)
Harris (2020) emphasized that algebra students must have a conceptual
comprehension of fractions. Students must understand the meaning of a fraction and be
able to execute mathematical operations on fractions. Finding a common denominator,
reducing to lowest terms, and adding, subtracting, multiplying, and dividing fractions by
each other, as well as integers, are examples of such operations. Finding the factors of a
number also entails naming the integers that, when multiplied, result in the number.
Students starting algebra should be able to name the components of the number "four" as
one, negative one, two, negative two, four, and negative four. This skill, whose main
purpose in arithmetic is to permit the execution of operations on fractions, will be
expanded outside of the world of fractions in algebra.
It was reported in Trends in International Mathematics and Science Study (2015)
that the algebra domain covered three topics: 1) Expressions and Operations; 2)
Equations; 3) Inequalities; and Relationships and Functions. Three TIMSS competencies
were covered in the Grade 8 curriculum in terms of expressions and operations: finding
the value of an expression given the values of the variables; simplifying algebraic
expressions involving sums, products, and powers of expressions; comparing expressions
to determine if they are equivalent; and using expressions to represent problem situations.
Two TIMSS competencies in equations and inequalities were covered in the Grade 8
curriculum: writing equations or inequalities to represent situations and solving linear
equations, linear inequalities, and simultaneous linear equations in two variables.

18
Regina (2020) stated that preparing for Algebra begins long before your child
attends Pre-Algebra in middle school. Algebra introduces your youngster to the more
abstract side of arithmetic by using equations and variables to represent numerical
connections. They must master their number facts, develop their computational skills, and
obtain number sense in order to make sense of these abstractions (an intuitive
understanding of how numbers work). Fluency with basic math operations (addition,
subtraction, multiplication, and division), a solid understanding of fractions, percent, and
decimals—and how they're all related, ratio and proportion, probability, geometry
formulas and vocabulary: perimeter, area, circumference, and so on, and integers, the
number line, and integer operations are some of the math concepts and skills students must
master in preparation for Algebra 1.
Nature of Misconceptions and Errors in Algebra
Math is the foundation of all STEM areas; as the national need for high-performing
STEM professionals grows, so will the demand for people with strong math abilities,
beginning with a good understanding of Algebra. Unfortunately, we see far too many
students come to Mathnasium (2016) in need of Algebra help (or math help in general)
simply because they lack the foundational knowledge required to understand the content
given in class.
Students may deviate from the learning process and produce misunderstandings,
which are referred to as misconceptions. In literature, there are several meanings of
misconceptions. Misconceptions are described as views that differ significantly or
incorrectly from expert opinion on a certain topic or sector. Misconception, according to

19
Ojose (2015), is a type of misunderstanding and misinterpretation resulting from incorrect
interpretations. Furthermore, Eryilmaz (2015) defined misconceptions as a subset of
errors, implying that while all misconceptions are errors, not all errors are misconceptions.
In other terms, error is the product of a misconception, or a misconception is a sort of
perception that consistently creates error.
An error is a simple lapse in care or concentration that almost everyone makes at
some point in their lives. In mathematics, an error is a deviation from a correct solution to
a problem. Errors may be discovered in incorrectly answered problems that have flaws in
the process that generated the answers (Young, 2017). Furthermore, Lim (2012) identified
twelve types of errors in simplifying algebraic expressions and stated that all errors are
the result of interference from new learning; difficulty operating with negative integers;
algebraic expression misconceptions; and rule misapplication.
Furthermore, researchers have linked students' algebra difficulties to a lack of
understanding of the letter/variable and algebraic expression (Stacey, 2013). Algebra is a
branch of mathematics that converts relationships studied with symbols and numbers into
generalized equations. It not only represents letters and numbers, but it also allows you to
perform calculations with these symbols at the same time (Coolman, 2015). In addition, a
large body of research, which is still growing, has investigated the learning of the concepts
that underpin students' success in algebra. Unknowns and variables, expressions and
equations, and the expansion of the meaning of the equal and minus signs are all examples
of these concepts (Marpa, 2019).

20
Similarly, Dede et al. (2017) stated reasons for students' difficulties in learning
algebra as not understanding different uses of variables, not understanding the role of
variables in making generalizations, not being able to interpret variables, and failing to
perform operations with variables. Students' misconceptions are listed as errors in
parentheses and using operators, carelessness, and converting nonnumeric expressions to
algebraic expressions. Chow (2016) classified algebraic misconceptions into three
categories: letter placement, variable use, and algebraic rules.
Ferrer (2020) stated errors when working with algebraic expressions, students
were committed improper term combination, improper distribution, and cancellation,
removing symbols of inclusions, and sign errors. When performing the following
operations, students frequently make errors: division, addition and subtraction, and
multiplication. In terms of algebraic expressions, students consider improper combining
of similar terms and improper distribution to be the most difficult, while sign errors are
the easiest. When it came to manipulating algebraic expressions, the students agreed that
division was the most difficult operation to master. The division is adjacent to both
subtraction and addition.
Similarly, Bautista (2014) stated that Pangasinan State University (PSU) students
frequently make errors in problem solving. Even simple solutions are frequently
overlooked. Students receive poor grades in the subject. Identifying the most common
errors is critical to developing solutions to this problem.
Identifying and addressing mathematics misconceptions is critical for fostering
deep student learning (Clements, 2014), and learning how to do so has been identified as
21
an important component of mathematics teacher preparation (Association of Mathematics
Teacher Educators, 2017) and effective professional practice (National Council of
Teachers of Mathematics (NCTM, 2016). Addressing mathematical misconceptions in the
classroom starts with lesson design, when teachers evaluate prevalent patterns of student
reasoning, challenges, and mistakes for a specific topic, and continues through lesson
enactment and evaluation. Understanding how errors in mathematics are connected to one
another across topics in a conceptual framework can be especially helpful in detecting
bigger trends that affect student long-term mathematical development (Swan, 2016).
Arithmetic and Algebra Word Problems
According to Regina (2020), algebra 1 students should have a strong foundation
in fundamental arithmetic. Addition, subtraction, multiplication, and division are all
included. Beginning pupils should be able to solve problems with one variable and deal
with positive and negative integers. Many of the algebra 1 problems may be reduced to
arithmetic questions. Other pre-algebra abilities should include an awareness of fractions,
ratios, and proportions, as well as the ability to manipulate fractions in equations easily.
Moreover, Regina (2020) stated that the idea of the placeholder is essential for putting up
and analyzing algebraic equations. Students should be aware of the function of
placeholders in equations.
Many algebraic problems are difficult for students to solve because they require a
conceptual understanding of fractions, decimals, negative numbers, equivalence, ratios,
percentages, or rates (Norton & Irvin, 2015). Knowing the structure or rules of algebra or
arithmetic, such as associativity, commutativity, transitivity, and the closure property,

22
constitutes conceptual understanding. Many students struggle with the transition from
arithmetic to algebra because it requires less reliance on specific operational problem
solving and more of a relational understanding of problems, as well as a shift from
concrete operations to more abstract representations and strategies (Cai & Moyer, 2018).
According to the NCTM (2016), solving word problems is an important
component of mathematics proficiency. The ability to solve word problems using
arithmetic skills, as well as the requirements of breaking the problem down into workable
components, provides a foundation for solving advanced algebra problems. The
performance of students on word problems predicts their understanding of variables and
the appropriate use of the equals sign, two components of algebraic thinking that will be
discussed in the following section (Fuchs, 2012).
According to Regina (2020), students must be able to transform word problems
into algebraic expressions. A vital basic math talent is the ability to understand a simple
narrative problem and then build out the arithmetic equation for the solution. Students
who are introduced to complicated narrative issues and the idea of a placeholder or
variable have a better knowledge of how to transform problems stated in text into an
algebraic equation that yields the answer. Moreover, Regina (2020) reported that students
should be able to use the fundamental abilities as well as basic number properties and
formulae to construct an acceptable algebraic equation as the basis for problem solving.
This is a critical ability and the transition from concrete arithmetic to symbolic math.
If a student struggles with word problems involving integers and rational numbers,
he or she is likely to struggle with algebraic word problems as well (NRP, 2018). Many
23
struggling students mistakenly believe that algebraic symbols are static, that numbers are
literal, that each number can only have one value, and that they have a sign bias, which
means that the student assumes the variable is positive unless there is a negative sign
(Christou & Vosniadou, 2012). Before they can be successful with word problems,
students must be proficient in number sense and calculation (Englard, 2015).
Similarly, Samuel (2016) reported that the majority of the children failed to group
like terms, manipulate the signs and symbols, and their teachers explained algebraic
expression concepts too quickly. It demonstrates that students struggle with the
fundamental concept of algebraic expressions and their solutions. Basic concepts include
like and unlike terms, translating a word problem into an algebraic equation, multiplying
two or more algebraic equations, manipulating the equations, and so on.
According to Sadovsky and Sessa (2013), “the ‘object’ of primary school
arithmetic is numbers, whereas elementary algebra focuses on relationships between
quantities.” It is also demonstrated that students’ prior experience with binary operations
does not adequately prepare them to handle algebra. Students frequently apply procedures
used in arithmetic contexts to simplify algebraic expressions and make similar errors
(Subramaniam, 2012).
According to the Common Core State Standards Initiative (2019), students should
be able to simplify numeric equations using the sequence of operations, including those
with square roots and negative or fractional exponents. To be deemed proficient in math,
high school students should be well-versed in all aspects of arithmetic, as it is utilized
frequently in daily life, especially in financial situations. Furthermore, it is necessary to

24
understand the associative, commutative, and distributive characteristics in order to
simplify and solve algebraic equations. The distributive property is the most commonly
utilized in algebra of the three. However, accurate application of all of these characteristics
is a fundamental arithmetic skill required to solve algebraic problems successfully
(Regina, 2020).
From the review of these literatures, this study focuses on the misconceptions and
specific errors in solving algebra word problems in terms of variables, negative signs,
inequality, operations, fractions, distributive property, decimals, and polynomials. The
above description demonstrates that many of the difficulties that children face in learning
algebra are due to a lack of understanding of lower-level concepts and a lack of clarity
about different rules of computation, which can lead to misconceptions and errors that
affect their knowledge in solving word problems in Algebra.
Misconceptions and Errors in Algebra Algebraic Expressions and Symbols
Students begin using symbols as variables and algebraic expressions to represent
real-life situations in school algebra, particularly in presecondary and secondary schools.
At this stage, students are struggling with the definition of a variable and how different
variables can have different values. When students incorrectly construct these concepts in
their minds, they accumulate various types of misconceptions in algebra beginning with
algebraic expressions (Rababaha, 2020).
Symbols include simple expressions like (+) to represent addition and (–) to
represent subtraction, as well as more complex symbols like sigma which represents and
25
indicates a sum of all the values in a given series (Williams, 2013). An expression is a
mathematical phrase composed of a limited number of symbols, which may include
constants, variables, operations, functions, or a variety of other symbols (Kaufman &
Schwitters, 2014). The National Research Council (2018) identifies three different skills
that students should know under the heading of symbols and expressions: polynomial
expressions, rational expressions, and arithmetic and finite geometric sequences.
However, according to Mulungye (2016), students simplify a+x/b+x = a/b. He
stated that these students must correctly understand the meaning of algebraic expressions
because they engaged in inappropriate cancellation. He noticed another common
misconception when the students simplified 1/3x + 2/x = 3/4x. The sum of denominators
was treated as a common denominator by the students. Furthermore, they were unsure
whether 2x + 5 is a process or an object, as stated by Irawati and Ali (2018). According
to O'Connor (2016), students believed that the answer should not include a sign (operator
symbol); they usually finished them by simplifying.
Additionally, Campbell (2014) revealed that some students misunderstood
operations, such as 3a + x squared being written as 3ax squared. Students misinterpret the
meaning of variables and thus combine algebraic 'objects' to form a new 'object,' for
example, 2x + 5y = 7xy. According to Luka (2013), when asked to subtract 3x from 5,
students had the misconception of oversimplification. They answered correctly with "2 or
2x," while others made a reversal error and wrote 3x - 5.
Yet, Dodzo (2016) found out that some students incorrectly merged algebraic
addition. He discovered that students simplify 2x + 5 to 7. Instead of treating variables as

26
terms, they ignored them. The student debated whether the letter "x" should be considered.
She claimed that the meaning is the same either way. Student reasoned that he could
collect like terms 2; 4; 7 and 2 to simplify 2m + 4n + 7 + 2m and then add them to get 15
as the simplest form. He identified the following algebra misconceptions for students: (a)
Wrong simplification: m x n/m = mn/m as a final answer. According to one student, "m
in the numerator is squared, so they are not like terms." (b) Wrong denominator: mn/xy +
1/y = (mn +1)/xy squared, Students multiply x and y squared to find the common multiple
and then add the numerators mn and 1. Irawati and Ali (2018) both had the same
misconception. Most students calculate m/3 + m/2 = m squared/5 by multiplying the
numerators and adding the denominators. (c) Oversimplification: some students spelled
(xa +xb)/(xb+xc) as x(a+b)/(x(b+c)) and then a/c.
Polynomials, Exponents, and Radical Expressions
In terms of distributive property, Blagoev (2014) discovered that when students
expanded (y + 4) squared, they started correctly. They solved the problem as (y + 4) (y +
4). The error occurred in the second step, when they wrote y squared + 16 as the final
answer. According to them, students did not distribute entire binomials to entire
binomials. The same misconception was revealed by Luka (2013), who described it as a
misinterpretation of distributive law in which a (b + c) = ab + ac. In similar situations,
students intuitively misuse the rule because the formal distributive property of
multiplication over addition has been deeply imprinted in their minds. Students simplified
3(a - b) and responded with 3a - b. Students must either 'close' their answer or ignore the
parentheses and work from left to right.

27
Yet, Bush (2012) found additional misconceptions when students erroneously
used the negative sign. Some students made commotional errors with positive whole
numbers. Some students attempted to perform an inverse operation despite the fact that it
was not an equation, while others made a transcription error within the problem's steps.
Incorrect sign use, incorrectly combining like terms, omitting a negative, and difficulty
with distributive property were all observed.
Linear equations
Chow (2014) identified a set of misconceptions regarding the use of missing literal
symbols as variables; when asked when a + b + c = a + z + c is correct, many responded
"never." However, Li (2016) described this conceptual error as a sound understanding of
"variable" as "place holder." Students may believe that different letters should stand in for
different numbers. He discovered that when some students incorrectly treated the equation
10 = 3 + 5x, they misunderstood the structure of 3 + 5x as 3 + 5 + x, not realizing that 3
+ 5x was the same as 3 + 5 X x. They might interpret the omitted sign "x" as "+." He
classified linear equations misconceptions into two types: procedural misconceptions such
as combining non-like terms, incorrectly using the inverse operation, and committing a
negative, and conceptual misconceptions such as equal signs and negative signs.
According to Chow (2014), some students removed a term from both sides of the
equation by subtracting it from the adjoining operator symbol (+ or -). They calculated x
- 5 = 4 as x - 5 - 5 = 4 - 5 and then x = -1. Some students also used the inverse operation
incorrectly, solving 5 = 7x by selecting the option 7 5 rather than 5 7. Students recognized
the need to isolate the variable, but they chose the required inverse operation incorrectly.
28
Dodzo (2016) discovered that students rewrote the equation 1 - 2x = 13 as 1 - 13 = 2x and
then, 12 = 2x, and he dubbed this error as "inverse error." Another misconception was
revealed when students chose the incorrect operation when solving an equation such as: 3
(5x + 2) = 8 as they transported "3" to the right side of the equation: (5x + 2) = 8 - 3, using
subtraction rather than division. According to the current study's authors, the previous
study's researcher incorrectly labeled this misconception as "transporting error" rather
than "inverse operation error." Mulungye (2016) discovered that when students solved the
equation 13 - 6x = 4 - 2x, they used the positive, negative, and equal signs incorrectly,
yielding answers of 8x = 17 or 9 = -4x.
Related Misconceptions and Errors of Indicators
According to Zhou (2015), students’ prevalent misconceptions regarding fractions
stem from natural number generalizations to fractions. Some common misconceptions are
as follows (Lee, 2015): properties of whole numbers can be applied to fractions, the length
is larger (the larger numerators and denominators, the larger fraction numerator and
denominator are separate values, two separate whole numbers the numbers in the
numerator and denominator should be compared separately rather than considering the
whole fraction operation rules for natural numbers can be applied to operations with
fractions (does not understand infinity and density).
According to Siegler (2016), students make errors or have misconceptions while
having the proper notion depending on the task. When working with mixed numbers, for
example, students frequently neglect the fractional components in favor of focusing solely
on the entire numbers. Strategies and errors in comparing fractions vary based on the
29
provided fractions, for example, fractions with common denominators, fractions with
common numerators, or fractions with no common components.
However, Mauritius Institute (2021) have researched 5 decimal errors and
misconceptions: (1) place value of the decimal system. Students frequently have a skewed
notion of place value (Swan, 2016). Some kids will answer with tenths or hundredths
instead of hundredths. (2) Converting a fraction to a decimal. Students frequently convert
unit fractions (fractions of the form) to decimals by referring to the denominator. A
previous study in the MES National Assessment Grade 9 in 2013 Question 3 revealed this
prevalent misconception (b). (3) Sorting and comparing the “longer-is-larger” fallacy.
Leonard (2015) discovered that some students systematically chose the larger number
with more digits after the decimal point. This is known as the whole-number rule. (4)
Subtraction and addition. Adding or subtracting without regard for place value, or
beginning at the right as with whole numbers. When adding or subtracting two decimal
values, students frequently forget the decimal point. (5) Multiplication and Division When
multiplying two decimal values, students frequently forget the decimal point.
According to Aydin (2021), students who work with algebraic expressions make
a lot of errors. According to Hall (2012), some students attempting to solve the equation
4x = 1 interpret the crossing operation in the expression 4x as 4 + x and assume the
constant number to be the amount that should be subtracted from the opposite side of the
equation. The student is said to have matched the multiplication operation with another
operation, addition, in this case. He claims that the cause for this inaccuracy is that
30
students generalize their experience with the fraction. The student with this concept solves
the problem with x = 14. This is known as the other inverse error.
Similarly, Gomes (2020) have found that students commit the other inverse
processing mistakes. Some students believe that the solution sets for the equations x + 37
= 150 and x = 37 + 150 are the same. The student believes that he has complete control
over the adding process. In the equation solution, the changing feature of the addition
operation does not operate correctly; this is known as a switching addends fault of the
additive. Larino (2018) discovered that certain students had this mistake. To avoid
breaking the equality, students tend to add the amount they deduct from one side to the
other. To put it another way, they are misusing the crossing approach. This error is
expressed as a redistribution error.
Some of the misconceptions revealed by Hanifesa’s (2017) research include:
conversion through an incorrect multiplier during unit conversion, attempting to reach the
desired result in a specific unit without performing any conversion operations, a lack of
knowledge on SI base quantities, confusion of derived quantities with base quantities, use
of the minus sign during dimensional analysis, and attempting to determine proportional
constants via dimensional analysis.
According to El-Khateeb (2020), students began to solve the inequality by
removing the bracket, using the distributive property wrongly and making erroneous
combination terms. The students made errors in a variety of areas, including non-
discrimination between similar and dissimilar algebraic expressions. Furthermore, the
results showed that some errors were made by students, such as not understanding the
31
procedure and meaning of how to solve a compound inequality, distribution property,
performing arithmetic operations on two sides of the inequality and ignoring the other
side; and a number of students excluded values in their solution by incorrectly combining
the solution set as one interval. Clements (2014) discovered that students committed
simple arithmetic errors because they lacked a proper grasp of inequality principles,
causing inequalities to reverse direction even when they split inequalities with a negative
value.
According to Clements (2014), students made errors in several areas, including
attempting to answer one side of inequality while ignoring the other, and confusing the
solution of an equation with the solution of an inequality. Furthermore, errors in applying
inequalities rules, particularly when dividing or multiplying inequalities with a negative
number did not change the direction of inequalities. In terms of student mistakes in
addressing inequality using absolute value, a number of students begin the answer by
removing the absolute value sign, indicating a misunderstanding of the idea and meaning
of absolute value and their laws (Clements, 2014).
Likewise, El Khateeb (2020) discovered that students write the solution set
without first evaluating the numbers that satisfy the inequality. The errors made by
students focused on different aspects, such as: multiplying one side of the inequality to
eliminate the variable from the denominator, without taking into account the sign of (x),
and confusion between the equation and the inequality by solving the equation and
considering it a solution to the inequality, and multiplying the two sides by the same
compound to cancel the denominator, and students did not master the rules of inequalities.
32
Fhariza (2016) discovered that students were unable to express negative numbers
in all situations. The abstract character of negative numbers is one of the most significant
epistemological barriers that students face (Bruno, 2014). This is possible because the
learner has been introduced to the notion of numbers as a real thing thus far. Students
cannot visualize a negative number with a different sign than a positive number in
actuality. The difficulty in interpreting the sign of a number has a part in selecting the
technique employed to solve the problem since the sign that is opposite is more complex
than the sign that is comparable (Almeida & Bruno, 2014).
Student’s Difficulties in Algebra
Booth (2013) showed that negative sign errors were by far the most common
during the school year, and they were shown to be prevalent across all six study themes.
Negative sign mistakes appear to be most common in the middle of the school year when
students are learning to solve more difficult equations or systems.
However, research by Mangulabnan (2013) revealed that students in high school
in the Philippines have a hard time converting algebraic word problems into mathematical
equations. Even though a mathematical problem may be solved in any number of ways, it
is still possible to find an elegant solution based on previously learned mathematical
concepts. Unfortunately, this study demonstrates how unprepared Filipino pupils are to
address problems on their own. It is troubling to see that many fourth-year pupils are still
unable to grasp even the most fundamental mathematics principles.

33
Connectively, Marpa (2019) found out that the majority of pupils perceive algebra
as one of the most challenging subjects in mathematics. Even algebraic expressions are a
challenge for them. Preservice teachers have difficulty with algebraic expressions,
particularly in the classification of algebraic expressions by degree, the multiplication of
algebraic expressions, and the translation of mathematical phrases and sentences into
mathematical symbols and equations, according to the findings. Upon examination of the
participant's replies, it appears that they were unable to discern the proper algebraic
expression's degree. They achieved this by counting all of the variables in a term as one
and not the sum of the exponents in the phrase as one. The study also noted that finding
the degree is more difficult if it is already written in algebraic equations.
According to Koirala (2014), algebra is one of the most significant sections of
school mathematics. Simple algebraic concepts like variables, expressions, and
equivalence, despite their significance, are difficult for pupils to grasp. Despite the fact
that fundamental algebraic principles are taught in elementary and high school, some
students, including college students, struggle to comprehend algebra since it is more
abstract than any other discipline of mathematics.
In addition, Cadorna, et al. (2021) revealed secondary students of a division in the
Philippines are at a low level of competency-based on their ability estimations; however,
they improved their algebra performance. They were able to grasp the majority of the
fundamental algebraic ideas and exercises, but they were unable to master complex topics.
Over the course of a school year, the majority of the students improved or progressed in
their academic performance.

34
All the discussed related studies dealt with how misconceptions in algebra word
problem solutions affect the performance of students. This would be a meaningfully
valuable study in-depth analysis and interpretation to solve the problem of our current
study.
Synthesis
Algebra is more than simply another topic on students’ academic curriculum. It is
the conclusion of all previous arithmetic and the basis for all subsequent high school and
college math. Students may deviate from the learning process and produce
misunderstandings, which are referred to as misconceptions. Notably, Eryilmaz (2015)
defined misconceptions as a subset of errors, implying that while all misconceptions are
errors, not all errors are misconceptions. In other terms, error is the product of a
misconception, or a misconception is a sort of perception that consistently creates error.
Bautista (2014) stated that students frequently make errors in problem solving. Identifying
the most common errors is critical to developing solutions to this problem.
The reviewed literatures and studies demonstrate that many of the difficulties that
children face in learning algebra are due to a lack of understanding of lower-level concepts
and a lack of clarity about different rules of computation, which can lead to
misconceptions and errors that affect their knowledge in solving word problems in
Algebra. This would be a meaningfully valuable study in-depth analysis and interpretation
to solve the problem of our current study.

35
Chapter III
RESEARCH METHODOLOGY
This chapter presents the research design, respondents of the study, research
instrument, data gathering procedure and statistical treatment of data.
Research Design
The researchers used a qualitative case study using document analysis. According
to Corbin & Strauss (2008), is a systematic procedure for evaluating documents that
requires that data be examined and interpreted in order to elicit meaning, gain
understanding, and develop empirical knowledge. Documents contain text or words and
images that have been recorded without a researcher’s intervention.
The qualitative case study using document analysis was used to determine the
common misconceptions and specific errors in Algebra Word Problem Solution of the
First Year BSED Math Major students.
Research Locale
The research locale of this study was Mindoro State University (MinSU), located
at Brgy. Masipit, Calapan City, Oriental Mindoro.
The Mindoro State College of Agriculture and Technology (MinSCAT) has been
converted to the Mindoro State University (MinSU) by virtue of Republic Act No. 10596.
They offered different courses such as Bachelor of Science in Criminology, Bachelor of
Science in Information and Technology, Bachelor of Secondary Education, etc.

36
The participants were under the College of Education where 894 regular and 10
irregular students are enrolled in the second semester of Academic Year 2021-2022. Due
to Covid-19, Mindoro State University, Calapan City Campus implemented different
mode of learning technique to ensure that the quality of education still served.
Participants of the Study
The participants of the study were the 23 First Year BSED Math Major Students
of Mindoro State University Calapan City Campus.
A non-probability sample was chosen based on the characteristics of the
population and the study’s goal. Purposive sampling, often known as judgmental,
selective, or subjective sampling, differs from convenience sampling when researchers
need to reach a specific sample rapidly and proportionality isn’t a major concern, this sort
of sampling can be very effective.
One of the purposive sampling techniques is total population sampling that is often
used to generate reviews of events or experiences, which is to say, it is commonly utilized
in studies of specific groups within larger populations.
The researchers used total population sampling since it is the most feasible
sampling technique to show the common misconceptions and errors in algebra word
problem solution.
Research Instrument
The research instrument of the study was a researcher-made problem-solving test.
Two problems were made from each indicator; (1) variables, (2) negative signs, (3)
37
inequality, (4) operations, (5) fractions, (6) distributive property, (7) decimals, and (8)
unit conversion, to ensure that the gathered data from each element was relevant to
achieving the goal of the study.
Validation of the Instrument
The researcher-made problem-solving test was subjected to content validation by
a group of experts who have profound and extensive knowledge in the field of
mathematics. Their comments, ideas, and suggestions will be considered with high
significance and were incorporated in the final draft of the instrument.
Data Gathering Procedure
A letter of request was sent to the Dean’s Office of Mindoro State University,
Calapan City Campus for approval that is duly noted by the research professor. After it
has been authorized, the dean’s permission to conduct the research will be obtained from
the identified BSED Math majors.
The distribution of the research instrument was done through Google Classroom.
It is a free blended learning platform created by Google for educational institutions, with
the goal of making creating, sharing, and grading lessons easier. It is the most applicable
approach during this time of pandemic for everyone to be safe. The problem-solving test
will be composed of eight parts; (1) variables, (2) negative signs, (3) inequality, (4)
operations, (5) fractions, (6) distributive property, (7) decimals, and (8) unit conversion.
Each part includes two problems regarding the assessment of students’ respondents
toward the common misconceptions and errors in algebra word problems.

38
The researchers created a classroom and make sure that the respondents are
actively engaged during the process of research. The research instrument was posted at
the stream and they will accustom two hours to answer. After that, the data were collected
to analyzed and interpreted by the researchers.
Statistical Treatment of Data
To interpret the data, the researchers used qualitative document analysis.
Document analysis is a sort of qualitative research in which documents are analyzed by
the researcher to give voice and meaning to an assessment issue (Bowen, 2009).
Analyzing documents entails classifying content into themes similar to how focus group
or interview transcripts are studied (Bowen, 2009). The procedure entails assessing both
electronic and paper documents in order to evaluate, comprehend, and build upon the
information they contain.

39
Chapter IV
PRESENTATION, ANALYSIS, INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data gathered from the
answers to the self-made test distributed to the participants. The said data were
presented in tabular and figure form in accordance with the specific questions posited
on the statement of the problem. The researchers explained each common
misconception and specific error of the First Year College of Teacher Education
Mathematics Major students in Algebra word problem solutions in terms of decimals,
distributive property, fraction, inequality, negative sign, operations, unit conversion,
and variable. The researchers also provided the correct solutions for each common
misconception and specific error.
Statement of the Problem 1: What are the Common Misconceptions of the First Year
College of Teacher Education Mathematics Major students in Algebra Word
Problem Solutions?
Table 1 below shows the common misconceptions of the First Year College of Teacher
Education Mathematics Major Students in Algebra Word Problem Solutions.
Misconception Common Misconceptions Frequency

Indicator n=23
Decimals Shorter-is-Larger 2
Distributive Property Distributive Rule Misconception 2
Fraction “Of the remaining” Misconception 1
“Not more than” Misconception 1
Inequality
“Less than” Misconception 15
Negative Sign Negative Length 2

40
Operations Oversimplification 3
Units Conversion Exception in Conversion 2
Variables Syntactic Word Order Matching 2
Process
Table 1 shows the common misconceptions of the First Year College of Teacher
Education Mathematics Major students in Algebra word problem solutions in terms of
decimals, distributive property, fraction, inequality, negative sign, operations, unit
conversion, and variables.
In terms of decimals, the researchers found that 2 participants have the shorter-
is-larger misconception. In terms of distributive property, the researchers found that 2
participants have the distributive rule misconception. In terms of fraction, the researchers
found that one participant had the “of remaining” misconception. In terms of inequality,
the researchers found that one participant had the “not more than” misconception while
15 participants have the “less than” misconception. In terms of negative sign, the
researchers found that 2 participants have the negative length misconception. In terms
of operations, the researchers found that 3 participants have the oversimplification
misconception. In terms of unit conversion, the researchers found that 2 participants
have the exception in conversion misconception. Lastly, in terms of variables, the
researchers found that 2 participants have the syntactic word order matching process
misconception. Each common misconception will be further explained by using figures
whereas follow:
41
1. Decimal Word Problems
1. Kim, Paul, and Meng have a combined height of 7 meters. If Kim is 2.31 meters
tall and Meng is 2.6 meters tall, how tall is Paul?
2. Your mother has sent you to the grocery store for exactly Php495.50. She wants
you to bring home one gallon of milk, which costs Php147.75, and as many chicken
breasts as you can afford, without having any change. Chicken breast is on sale
for Php49.25 per pound. How many pounds of chicken breast should you buy?
Shorter-is-Larger Misconception
Figure 1.1
Participant M and P thought that 0.5 is larger than 0.75, so he did not apply the
borrowing method of subtraction. Thus, he subtracted 147.75 from 495.5 and answered
348.25. The same misconception was revealed by Stacey and Steinle, (2019) wherein
student generally thinks a shorter decimal is larger number than a longer decimal. The
right answer should be 347.75.
2. Distributive Property Word Problem
1. Emer's MP3 player holds songs of three different genres: RnB, OPM, and rock.
There are 5 times as many RnB tracks as there are OPM tracks, and there are 7
42
times as many rock tracks as there are OPM tracks. Let x represent the number of
OPM tracks. Write an expression for the total number of tracks on the MP3 player,
and simplify it.
2. The length of a rectangle is 3 more than the width of the rectangle. If the rectangle
area is 18𝑐𝑚2 , find the length and width of the rectangle.
Distributive Rule Misconception
Figure 2.1
Participant E and M thought that 𝑥 (𝑥 + 3) = 𝑥 2 + 3 which violates the rule
of distributive law wherein 𝑎 (𝑏 + 𝑐 ) = ab + 𝑎𝑐. In similar situations, Luka, (2013)
students intuitively misuse the rule because the formal distributive property of
multiplication over addition has been deeply imprinted in their minds. The right answer
should be 𝑥 (𝑥 + 3) = 𝑥 2 + 3𝑥.
3. Fraction Word Problem
1. A third of Leo's marks in mathematics exceeds a half of his marks in English by
30. If he got 240 marks in the two subjects together, how many marks did he get
in English?
43
2. If 1/8 of a pencil is black, 1/2 of the remaining is white and the remaining 3 1/2
cm is blue, find the total length of the pencil.
“Of the remaining” Misconception
Figure 3.1
Participant L misinterpreted the word of fraction. Hoof, et. al. (2020), states that a
good understanding of fraction is important, many learners struggle to understand the
fraction word problem and leads to improper solution. The student interpreted “½ of the
7𝑥
remaining is white” as ½ 𝒙 not considering that the remaining portion is 8
. It should be
7𝑥
½ of 7x/8 which is 16.
4. Inequalities Word Problem
1. The length of a rectangle is 4cm longer than the width. The perimeter is not more
than 28cm. What are the maximum possible dimensions for the rectangle?
2. The sum of two consecutive integers is less than 55. Find the pair of integers with
the greatest sum.

44
“Not more than” Misconception
Figure 4.1
Participant L misinterpreted the inequality word of “not more than”. El-khateeb
(2016) indicated that students have weakness and difficulties in solving inequalities due
to misunderstand the meaning of linear equality or they may not know how to read,
understand, and translate inequality symbols and words. The student interpreted ‘the
perimeter is not more than 28𝑐𝑚” as ≥ 𝟐𝟖, hence it should be ≤ 𝟐𝟖.
“Less than” Misconception
Figure 4.2
Participant A, B, D, E, G, J, L, M, O, P, R, T, U, V and W misinterpreted the
inequality word of “less than”. El-khateeb (2016) indicated that students have
weakness and difficulties in solving inequalities due to misunderstand the meaning of

45
linear equality or they may not know how to read, understand, and translate inequality
symbols and words. The participants have misinterpreted the word “less than”, the
participants got the value of x < 27 which is correct, but they come up with 27 and
28 as the final answer. It is indicated in the problem that the sum of two consecutive
integers is less than 55. Basically, 27 + 28 is equal to 55, hence it should be 26 and
27 since 26 + 27 < 55.
5. Negative Signs Word Problem
1. If the product of a number and –7 is reduced by 3, the resulting number is 33 less
than twice the opposite of that number. What is the number?
2. The area of a rectangle is 24𝑐𝑚2 . The width is two less than the length. What is
the length and width of the rectangle?
Negative Length Misconception
Figure 5.1
Participant D and L thought that in finding the area of rectangle, each dimension
of any figure can be negative, so they thought that -4 cm would be the length of the
rectangle. Brethlosze (2017) stated that a magnitude can’t be negative because it is said to
46
be positive or equal to zero between every point (metric on norm spaces). Hence, the right
answer should be 4 cm.
6. Operation Word Problems
1. The price of a shirt is Php4999. The sales lady gives a discount of Php251.99. Ali
and his brother bought 4 shirts and then shares the cost with his brother. Write a
numerical expression to represent this situation and then find the price paid by
each brother.
2. There were 9500 audience at a NBA playoffs match. 6375 of them were men. Of
the remaining audience, there were 4 times as many children as women. How
many children were there?
Oversimplification
Figure 6.1
Participant J, N, and R thought that "𝑥 + 4𝑥 + 3125 𝑖𝑠 𝑒𝑞𝑢𝑎𝑙 𝑡𝑜 3130𝑥".
According to Luka (2013), when asked to subtract 3𝑥 from 5, participants had the
misconception of oversimplification. They answered correctly with "2 or 2x," while

47
others made a reversal error and wrote 3x - 5. The simplified answer should be 5𝑥 +
3125.
7. Unit Conversion Word Problems
1. Ligaya measures two-line segments. The first line segment is 30cm long. The
second line segment is 500mm long. How long are the two-line segments together?
(Answer in cm)
2. The length of the box is 2m and the width is 40cm. Find the area of the box in𝑐𝑚2 .
Exception in Conversion
Figure 7.1
Participant C and K thought that 500𝑚𝑚 is equivalent to 500𝑐𝑚. Some of the
misconceptions revealed by Hanifesa’s (2017) research include: conversion through an
incorrect multiplier during unit conversion, attempting to reach the desired result in a
specific unit without performing any conversion operations, a lack of knowledge on
SI base quantities, confusion of derived quantities with base quantities, use of the minus
sign during dimensional analysis, and attempting to determine proportional constants via
dimensional analysis. The right conversion should be 50 𝑐𝑚.

48
8. Variables Word Problem
1. Leo and Lito are brothers. Their combined age is 20, and Lito is 4 years older
than Leo. What are Leo and Lito's ages?
2. A number between 10 and 100 is five times the sum of its digits. If 9 be added to it
the digits are reversed. Find the number.
Syntactic Word Order Matching Process Misconception
Figure 8.1
Participant B and M assumed that the object comes first in the word problem is
automatically represented by the variable of x. Mangulabnan (2013) stated that
syntactic word order matching process is when the student simply assumes that the
order of key words in the problem statement will map directly into the order of symbols
or variables in the equation. The student represented Lito as x and Leo is 𝑥 + 4 while it
is indicated in the problem that Lito is 4 years older than Leo.

49
Statement of the Problem 2: What are the Specific Errors of the First Year College
of Teacher Education Mathematics Major students in Algebra Word Problem
Solutions?
Table 2 shows the specific errors of the First Year College of Teacher Education
Mathematics Major Students in Algebra Word Problem Solution
Errors Indicator Specific Errors Frequency
N = 23
Wrong subtraction of numbers 4
Decimals Unlabeled answer 6
Incorrect mathematical expressions 3
Incorrect mathematical expressions 9
Distributive Negative length and width 2

Property
Wrong simplification in distributive 4
property
Wrong simplification by elimination 1

method
Unnecessary change of variable 1
Fraction
Improper distribution 1
Misinterpretation of words of fraction 5
Combined unlike terms 1
Under simplified inequalities 2

50
Oversimplified inequality problem 1

solution
Inequality
Unnecessary transformed terms 3
Applied unnecessary formula 1
Wrongly simplified inequality 1
Unlabeled answer 7
Negative Sign Incorrect mathematical expressions 3
Incorrect factoring 1
Wrong subtraction of numbers 1
Operation Unlabeled and mislabeled answer 9
Combining unlike units 7
Units Conversion Wrong conversion of units 1
Mislabeled answer 1
Unchanged Sign 1
Operation Error 2
Variables Incorrect mathematical equation 2
Unfinished variable word problem 3

solution
Combined unlike terms 1

51
Table 2 shows the specific errors of the First Year College of Teacher Education
Mathematics Major students in Algebra word problem solutions in terms of decimals,
distributive property, fraction, inequality, negative sign, operations, unit conversion,
and variables.
In terms of decimals, the researchers have identified three specific errors in their
Algebra word problem solutions which are wrong subtraction of numbers, unlabeled
answer, and incorrect mathematical expressions. In terms of distributive property, the
researchers have identified three specific errors which are incorrect mathematical
expressions, negative length and width, and wrong simplification in distributive
property. In terms of fraction, the researchers have identified four specific errors which
are wrong simplification by elimination method, unnecessary change of variable,
improper distribution, and misinterpretation of words of fraction. In terms of inequality,
the researchers have identified six specific errors which are combined unlike terms,
under simplified inequalities, oversimplified inequality problem solution, unnecessary
transformed terms, applied unnecessary formula, and wrongly simplified inequality. In
terms of negative sign, the researchers have identified five specific errors which are
incorrect mathematical equation, unlabeled answer, incorrect mathematical
expressions, incorrect factoring, and wrong subtraction of numbers. In terms of
operation, the researchers have identified two specific errors which are incorrect
mathematical equation, and unlabeled and mislabeled answer. In terms of unit
conversion, the researchers have identified two specific errors which are combining
unlike units and wrong conversion of units. In terms of variables, the researchers have
identified six specific errors which are mislabeled answer, unchanged sign, operation
52
error, incorrect mathematical equation, unfinished variable word problem solution, and
combined unlike terms.
1. Decimal Word Problems
1. Kim, Paul, and Meng have a combined height of 7 meters. If Kim is 2.31 meters tall
and Meng is 2.6 meters tall, how tall is Paul?
2. Your mother has sent you to the grocery store for exactly Php495.50. She wants you
to bring home one gallon of milk, which costs Php147.75, and as many chicken breasts
as you can afford, without having any change. Chicken breast is on sale for Php49.25
per pound. How many pounds of chicken breast should you buy?
Error 1. Wrong Subtraction of Numbers in Decimal
Figure 9.1
Participant B, F, G and M subtracted the decimals in word problem incorrectly.
They subtracted 4.91m to 7m and answered 2. 04m2 , where the difference between 𝟕
meters and 4.91 meters is 2.09 meters. Bautista (2014), stated that Pangasinan State
University (PSU) students frequently make errors in problem solving. Even simple
solutions are frequently overlooked. Students receive poor grades in the subject.
Identifying the most common errors is critical to developing solutions to this problem.
53
Error 2. Unlabeled answer in Decimal
Figure 9.2
Participant A, C, D, L, M and O unlabeled their answer in decimal word problem,
where they answered 2.09 only without putting meter sign (m) in final answer.
Researchers have linked students' algebra difficulties to a lack of understanding of the
letter/variable and algebraic expression. Stacey (2013), stated that algebra is a branch of
mathematics that converts relationships studied with symbols and numbers into
generalized equations.
Error 3. Incorrect mathematical expressions
Figure 9.3
54
Participant D, L and P arranged the operations and given value incorrectly. The
student adds the expenses first and disregard the “as many as chicken breasts as you can
afford”. It should be 495.50 – 147.75 = 49.25 x). However, research by Mangulabnan
(2013) revealed that students in high school in the Philippines have a hard time converting
algebraic word problems into mathematical equations. Even though a mathematical
problem may be solved in any number of ways, it is still possible to find an elegant
solution based on previously learned mathematical concepts.
2. Distributive Property Word Problem
1. Emer's MP3 player holds songs of three different genres: RnB, OPM and rock.
There are 5 times as many RnB tracks as there are OPM tracks, and there are 7 times
as many rock tracks as there are OPM tracks. Let x represent the number of OPM
tracks. Write an expression for the total number of tracks on the MP3 player, and
simplify it.
area is 18𝑐𝑚2 , find the length and width of the rectangle.
Error 1. Incorrect Mathematical Expression
Figure 10.1
55
Participant B, C, D, G, J, L, M, P, and W have an incorrect mathematical
expression in the distributive property word problem. The participants interpreted the
word problem as “let 𝑥 + 5 be mb tracks and let 𝑥 + 7 be rock tracks”, where it should
be “let 5𝑥 be mb tracks and let 7𝑥 be rock tracks”. According to Regina (2020), students
must be able to transform word problems into algebraic expressions. A vital basic math
talent is the ability to understand a simple narrative problem and then build out the
arithmetic equation for the solution.
Error 2. Negative Length and Width
Figure 10.2
Participant I and P answered 𝑤 = −3 𝑜𝑟 𝑤 = −6 in which length and width
can’t be negative. It should be 𝑤 = 3 𝑜𝑟 𝑤 = 6. The difficulty in interpreting the sign
of a number has a part in selecting the technique employed to solve the problem since
the sign that is opposite is more complex than the sign that is comparable (Almeida &
Bruno, 2014).
56
Error 3. Wrong simplification in distributive property
Figure 10.3
Participant A, L, R, and U have wrong simplification in distributive property
where he answered 𝑥 2 = 18 − 3 then√𝑥 2 = √15. It should be 𝑥 2 + 3𝑥 − 18 = 0 in
which results to (𝑥 + 6)(𝑥 − 3). Blagoev (2014) discovered that when students
expanded (y + 4) squared, they started correctly. They solved the problem as (y + 4) (y
+ 4). The error occurred in the second step, when they wrote y squared + 16 as the final
answer.
3. Fraction Word Problem
1. A third of Leo's marks in mathematics exceeds a half of his marks in English by 30.
If he got 240 marks in the two subjects together, how many marks did he get in
English?
2. If 1/8 of a pencil is black, 1/2 of the remaining is white and the remaining 3 1/2 cm
is blue, find the total length of the pencil.

57
Error 1. Wrong simplification by Elimination Method
Figure 11.1
Participant L wrongly simplified the numbers by elimination method in fraction
word problem. The student eliminates 2x by subtracting x and eliminate -3y by adding
y. To eliminate 2x, it should be subtracted to 2x, and to eliminate −3y, it should be
subtracted to −3y. Therefore, 2x − 3y = 240 should be subtracted to 2x + 2y =
480 to eliminate x. According to Regina (2020), students must be able to transform
word problems into algebraic expressions. A vital basic math talent is the ability to
understand a simple narrative problem and then build out the arithmetic equation for
the solution.
Error 2. Unnecessary Change of Variable
Figure 11.2
58
Participant D get confused in writing the answer after using elimination method.
It should be −5𝑦 instead of −5𝑥. Dede et al. (2017), stated reasons for student’s
understanding the roles of variables, not being able to interpret variables and failing to
perform operations with variables.
Error 3. Improper Distribution
Figure 11.3
Participant K had improper distribution in fraction word problem, where
multiply only one side of the equation. It should be 180 instead of 30. According to
Regina (2020), students must be able to transform word problems into algebraic
expressions. A vital basic math talent is the ability to understand a simple narrative
problem and then build out the arithmetic equation for the solution.
59
Error 4. Misinterpretation of Words of Fraction
Figure 11.4
Participant C, D, L, N and U have misinterpreted the word of fraction in word
problem, she interpreted ½ of the remaining is white” as ½ 𝒙 not considering that the
7𝑥 7𝑥
remaining portion is . It should be ½ of 7x/8 which is . Bautista (2014), stated that
8 16
Pangasinan State University (PSU) participants frequently make errors in problem
solving. Even simple solutions are frequently overlooked. Participants receive poor
grades in the subject. Identifying the most common errors is critical to developing
solutions to this problem.
4. Inequalities Word Problem
1. The length of a rectangle is 4cm longer than the width. The perimeter is not more
the greatest sum.

60
Error 1. Combined unlike terms in Inequality problem solution
Figure 12.1
Participant C combined unlike terms in the equation. The student simplifies 2(𝑥 +
4) as 2(4𝑥), hence it should be 2𝑥 + 4𝑥 instead of 8𝑥. Dodzo (2016) found out that
some students incorrectly merged algebraic addition. He discovered that students simplify
2𝑥 + 5 to 7.
Error 2. Under simplified Inequalities
Figure 12.2
Participant D and G have under simplified the inequality problem solution. The
participants get only the width which is 5cm while the problem is asking for the
dimension of the rectangle, hence it should be 5cm by 9cm. Clements (2014), students
made errors in several areas including attempting to answer one side of inequality while
61
ignoring the other and confusing the solution of an equation with the solution of an
inequality.
Error 3. Oversimplified Inequality problem solution
Figure 12.3
Participant T had oversimplified the inequality problem solution. The student
had a final answer of 45 cm2 which is an area, but the problem is asking for the
dimension which is 5cm by 9cm. Subramaniam (2012) students frequently apply
procedures in arithmetic contexts to simplify algebraic expressions and make similar
errors.
Error 4. Unnecessary Transformed Terms in Inequality problem solution
Figure 12.4
62
Participant A, D, and K have an unnecessary sudden transformation in the
inequality problem solution. One of the three participants got confused on 2𝑥 as he
suddenly rewrites it as 28. Dede et al. (2017) discovered students commit errors in using
parentheses and operators, carelessness, and converting non numeric expressions to
algebraic expressions.
Error 5. Applied Unnecessary Formula in Inequality problem solution
Figure 12.5
Participant W applied unnecessary formula in the inequality problem solution.
The student used Pythagorean theorem to get the dimension of the rectangle, hence it
should be simply 5cm by 9cm. El-Khateeb (2020) discovered that students write the
solution set without first evaluating the numbers that satisfy the inequality.
63
Error 6. Wrongly simplified Inequality problem solution
Figure 12.6
Participant D wrongly simplified the term in the inequality problem solution.
The student simplifies x + x as x 2 , hence it should be 2x. Samuel (2016) reported that
the majority of the students failed to group like terms and manipulate the signs and
symbols and even the equation.
5. Negative Signs Word Problem
1. If the product of a number and –7 is reduced by 3, the resulting number is 33
less than twice the opposite of that number. What is the number?
2. The area of a rectangle is 24𝑐𝑚2 . The width is two less than the length. What
is the length and width of the rectangle.

64
Error 1. Incorrect Mathematical Equation
Figure 13.1
Participant A, C, and K interpreted “if the product of a number and –7 is reduced
by 3, the resulting number is 33 less than twice the opposite of that number” as −7x −
3 = 33 − 2(−x) instead of −7x − 3 = 2(−x) − 33. Almeida & Bruno (2014), stated that
the difficulty in interpreting the sign of a number has a part in selecting the technique
employed to solve the problem since the sign that is opposite is more complex than the
sign that is comparable.
Error 2. Unlabeled Answer
Figure 13.2
Participant C, D, G, K, L, U, and V have unlabeled answer where they answered
6 only in the length without putting the centimeter sign (cm) and 4 only in the width
65
without putting centimeter sign (cm). It is considered incorrect to disregard and formulate
one’s own units or labels. (Stacey, 2013) stated that algebra is a branch of mathematics
that converts relationships studied with symbols and numbers into generalized equations.
Error 3. Incorrect Mathematical Expressions
Figure 13.3
Participant F, M and L have incorrect mathematical expression on negative sign
word problem. The student interpreted “twice the opposite that number” as 2x instead of
2(−x). Fhariza (2016), discovered that students were unable to express negative numbers
in all situations. The abstract character of negative numbers is one of the most significant
epistemological barriers that students face (Bruno, 2014).

66
Error 4. Incorrect Factoring
Figure 13.4
Participant J factored the numbers in negative sign word problem incorrectly. The
student thought that the factor of x 2 − 2x − 24 is (x + 4), (x + 6). It should be (x + 4),
(x − 6) to obtain the middle term which is −2x. Almeida & Bruno (2014), stated that the
difficulty in interpreting the sign of a number has a part in selecting the technique
employed to solve the problem since the sign that is opposite is more complex than the
sign that is comparable.
Error 5. Wrong subtraction of numbers
Figure 13.5
67
Participant Q wrongly subtracted the number in negative sign word problem which
violates the rule of adding a number with different signs wherein the smaller absolute
value must be subtracted from larger absolute value then attach the sign of the addend
with the largest value. In similar situations, Hayes and Stacey (1998), found that some
learners hold fundamental misunderstandings on operations on directed numbers. The
learners totally disregard the absolute value of negative sign and attached the wrong sign
of the final answer. The right answer should be -33 + 3 = -30.
6. Operation Word Problems
and his brother bought 4 shirts and then shares the cost with his brother. Write a
numerical expression to represent this situation and then find the price paid by each
brother.
2. There were 9500 audience at a NBA playoffs match. 6375 of them were men. Of the
remaining audience, there were 4 times as many children as women. How many
children were there?
Error 1. Incorrect mathematical equation
Figure 14.1
68
Participant C, D, H, J, K, L, M, Q, R and W have incorrect mathematical equation
wherein she answered𝑥 + 4𝑥 + 3125 = 9500, instead of 𝑥 + 4𝑥 = 3125. However,
research by Mangulabnan (2013) revealed that students in high school in the Philippines
have a hard time converting algebraic word problems into mathematical equations. Even
though a mathematical problem may be solved in any number of ways, it is still possible
to find an elegant solution based on previously learned mathematical concepts.
Error 2. Unlabeled and mislabeled answer
Figure 14.2
Participant A, B, E, F, J, K, L, U and T have unlabeled/mislabeled answer in
operation where he answered 9494.02 only without putting the peso sign (Php), it should
be Php. 9494.02. Researchers have linked students' algebra difficulties to a lack of
understanding of the letter/variable and algebraic expression (Stacey, 2013). Algebra is a
branch of mathematics that converts relationships studied with symbols and numbers into
generalized equations.
69
7. Unit Conversion Word Problems
1. Ligaya measures two-line segments. The first line segment is 30cm long. The second
line segment is 500mm long. How long are the two-line segments together? (Answer
in cm)
2. The length of the box is 2m and the width is 40cm. Find the area of the box in𝑐𝑚2
Error 1. Combining unlike units in Unit Conversion
Figure 15.1
Participant C, F, I. K, L, Q and V performed a combining unlike units in unit
conversion in which they skipped the conversion process that leads them to answer
30𝑐𝑚 + 500𝑐𝑚 = 530𝑐𝑚; where it should be 30𝑐𝑚 + 50𝑐𝑚 = 80𝑐𝑚, considering the
conversion process. Algebra is a branch of mathematics that converts relationships studied
with symbols and numbers into generalized equations. It not only represents letters and
numbers, but it also allows you to perform calculations with these symbols at the same
time (Coolman, 2015).

70
Error 2. Wrong conversion of units in Unit Conversion
Figure 15.2
Participant J had wrong conversion of units in Unit Conversion in which he

10𝑐𝑚 10𝑐𝑚
answered2𝑚 𝑥 = 20𝑐𝑚, it should be 2𝑚 𝑥 = 200𝑐𝑚 Bautista (2014) stated
𝑚 𝑚
that Pangasinan State University (PSU) students frequently make errors in problem
solving. Even simple solutions are frequently overlooked. Students receive poor grades
in the subject. Identifying the most common errors is critical to developing solutions to
this problem.
8. Variables Word Problem
1. Leo and Lito are brothers. Their combined age is 20, and Lito is 4 years older than
Leo. What are Leo and Lito's ages?
2. A number between 10 and 100 is five times the sum of its digits. If 9 be added to it
the digits are reversed. Find the number.

71
Error 1. Mislabeled Answers
Figure 16.1
Participant K had mislabeled his answers. The student got confused in labeling the
𝑥 = 8 as Lito’s age while 𝑦 = 12 as Leo’s age, hence the value of 𝑥 should be Leo’s age
and the value of 𝑦 will be Lito’s age. Dede et al. (2017) stated reasons for student’s
Error 2. Unchanged Sign in Variable Word problem solution
Figure 16.2
72
Participant Q violated the rule of changing the sign after transposing. The student
unchanged the sign of 4 in the binomial 2𝑥 + 4 after transposing it into another side of
the equation. It should become −4. Mulungye (2016) discovered this transporting error
when students solved the equation 13 − 6𝑥 = 4 − 2𝑥, they used the positive, negative,
and equal signs incorrectly, yielding answers of 8𝑥 = 17 or 9 = −4𝑥.
Error 3. Operation Error on Variable problem solution
Figure 16.3
Participant D and P wrongly simplified the equation in the variable word problem
20
solution. In the equation 2x + 4 = 20 all over 4, the student got confused on 4
and
simplified it as 16, hence it should be 5. Dede et al. (2017) stated reasons for student’s

73
Error 4. Incorrect Mathematical Equation
Figure 16.4
Participant H and K have incorrect mathematical equation in the variable word
problem solution. The student let x as the first digit but used x + 10y = 5(x + y). It
should be 10x + y = 5(x + y) since it is a two-digit number between 10 and 100. Dede
et al. (2017) stated reasons for student’s difficulties in learning algebra as not
understanding different uses of variables, not understanding the roles of variables, not
being able to interpret variables and failing to perform operations with variables.
Error 5. Unfinished Variable Word problem solution
Figure 16.5
74
Participant C, D and L have an unfinished variable word problem solution. The
students do not continue the solution by using either elimination or substitution method to
simplify x − y = −1 and 5x − 4y = 0. Dede et al. (2017) stated reasons for student’s
Error 6. Combined unlike terms in Variable Word problem solution
Figure 16.6
Participant J combined unlike terms in the equation. The student simplifies
10x + y = 5(x + y) as 10xy = 5xy leading to a wrong solution, hence it should be
10x + y = 5x + 5y. Campbell (2014) found that students made errors when they
combine algebraic objects to form a new object, for example, 2𝑥 + 5𝑦 = 7𝑥𝑦.

75
Table 3. Proposed Strategic Intervention Materials in Algebra Word Problem

Solutions
Misconceptions and Specific Errors Module as an Intervention Material

Indicator (Title)
Decimals Solving Algebra Word Problems

Involving Decimals
Distributive Property Solving Problems Involving Factors of

Polynomials (Mastering Distributive
Property)
Fraction Solving Algebra Word Problems
Involving Fractions
Inequality Solving Word Problems Involving

Quadratic Inequalities
Negative Sign Solving Problems Involving Polynomials

and Polynomial Equations (Mastering
Negative and Subtraction Sign)
Operation Solving Problems Involving Operations

on Functions
Units Conversion Solving Problems Involving Conversion

of Units
Variable Solving Word Problems Involving Linear

Equations in Two Variables
76
Table 3 shows the module as proposed strategic intervention materials to
remediate the common misconceptions and errors of students in Algebra word problem
solutions. According to Penaflor (2019), teachers should think some teaching materials
that are suited to individual needs. One of them is the use of module as a teaching tool. In
relation to this, Jazim and Rahmawati (2017) discovered that the use of teaching modules
in Mathematics learning causes students to be more active in the discussion process.
Module helps the students to obtain information more systematically and practically.
There is a set of planned learning experience inside designed to help students remediate
the misconceptions and errors in Algebra word problem solutions.
The researchers designed a module for every misconception and specific errors
indicator considering the K-12 Dep Ed module format. Each module has the following
parts:
1. Front Page- this will give you the title of the module and a motivational
quote that is connected with the learning topic.
2. What I Need to Learn- this part reveals the learning competencies that
are expected to learn in the module.
3. What I Know- this includes an activity that will check what you already
know about the topic to discuss.
4. What’s In- this is a brief review to help the students to link the current
lesson to the previous lesson.
5. What’s New- this part will introduce the new lesson in the form of
activity or a problem opener.

77
6. What Is It- this part is a brief discussion of the lesson for the students to
discover new concepts and skills.
7. What’s More- this part comprises of activities that will solidify the
students understanding and skills of the lesson.
8. What I Have Learned- this part includes questions to answers what
students learned from the topic.
9. What I Can Do- this part provide authentic activities that connect the
lesson into real-life situations.
10. Assessment- this part will evaluate the level of mastery of the students
in attaining the learning competencies.
11. Additional Activities- this part includes another activity to enrich the
knowledge and skills of the students learned in regards with the lesson.
12. Answer Key- this part reveals the answers to all activities within the
module.
13. References- this part includes all sources used in the development of
the module.
78
Chapter V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summarized findings, conclusions, and
recommendations based on the results of the study.
Summary of Findings
The following statements are the summary of findings of this study:
1. Common Misconceptions of the First Year College of Teacher Education
Mathematics Major students in Algebra Word Problem Solutions
1.1 Decimals
In terms of decimals, 2 participants have the shorter-is-larger misconception.
In terms of distributive property, 2 participants have the distributive rule misconception.
1.3 Fraction
In terms of fraction, a participant had the “of remaining” misconception.
1.4 Inequality
In terms of inequality, a participant had the “not more than” misconception while
15 participants have the “less than” misconception.
1.5 Negative Sign
In terms of negative sign, 2 participants have the negative length misconception.
1.6 Operations
In terms of operations, 3 participants have the oversimplification misconception.

79
1.7 Unit Conversion
In terms of units conversion, 2 participants have the exception in conversion
misconception.
1.8 Variables
In terms of variables, 2 participants have the syntactic word order matching
process misconception.
2. Specific Errors of the First Year College of Teacher Education Mathematics
Major students in Algebra Word Problem Solutions
2.1 Decimals
In terms of decimals, three specific errors identified are wrong subtraction of
numbers, unlabeled answer, and incorrect mathematical expressions.
In terms of distributive property, three specific errors identified are incorrect
mathematical expressions, negative length and width, and wrong simplification in
distributive property.
2.3 Fraction
In terms of fraction, four specific errors identified are wrong simplification by
elimination method, unnecessary change of variable, improper distribution, and
misinterpretation of words of fraction.

80
2.4 Inequality
In terms of inequality, six specific errors identified are combined unlike terms,
under simplified inequalities, oversimplified inequality problem solution, unnecessary
transformed terms, applied unnecessary formula, and wrongly simplified inequality.
2.5 Negative Sign
In terms of negative sign, five specific errors identified are incorrect mathematical
equation, unlabeled answer, incorrect mathematical expressions, incorrect factoring,
and wrong subtraction of numbers.
2.6 Operations
In terms of operations, two specific errors identified are incorrect mathematical
equation, and unlabeled and mislabeled answer.
2.7 Units Conversion
In terms of units conversion, two specific errors identified are combining unlike
units and wrong conversion of units.
2.8 Variables
In terms of variables, six specific errors identified are mislabeled answer,
unchanged sign, operation error, incorrect mathematical equation, unfinished variable
word problem solution, and combined unlike terms.
3. Proposed Intervention Materials in Algebra Word Problem Solutions
The researchers designed 8 modules as a proposed intervention materials to
remediate the common misconceptions and errors of students in Algebra word problem
81
solutions. According to Jazim and Rahmawati (2017) discovered that the use of teaching
modules in Mathematics learning causes students to be more active in the discussion
process. The researchers designed module for every misconception and specific errors
indicator considering the K-12 Dep Ed module format. There is a set of planned learning
experience inside designed to help students remediate the misconceptions and errors in
Algebra word problem solutions.
Conclusions
Based on the foregoing findings of this study, the following conclusions were
drawn:
1. Although few participants committed some basic misconceptions in Algebra,
there is a need to address them to avoid major problem in the future.
2. Basic misconceptions in Algebra committed by the participants lead to several
minor and major errors in solving problems in Algebra.
3. Strategic intervention material was developed to address the errors and
misconceptions of students in an algebra course.
Recommendations
From the above findings and conclusions, the following conclusions are hereby
recommended:
1. Mathematics students may organize study groups focused on helping one
another in addressing misconceptions and errors in solving problems in Algebra.

82
2. Mathematics teachers may utilize the developed strategic intervention material
in this study or may develop their own intervention materials to address the
common misconceptions and specific errors of the students when solving word
problems in Algebra.
3. Future researchers may use the findings of this study as basis for similar
investigation particularly in identifying other misconceptions and errors of the
students in Algebra word problem and in higher mathematics.

83
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90
APPENDIX A LETTER FOR VALIDATION REQUEST
March 18, 2022
JOMAR M. NARVAS
Parang National High School

Parang, Calapan City
Sir.
Greetings!
The undersigned are 3rd-year BSED Mathematics students of Mindoro State
University Calapan City Campus who are presently proposing research entitled
COMMON MISCONCEPTIONS AND ERRORS IN ALGEBRA WORD
PROBLEM SOLUTION OF FIRST YEAR MATHEMATICS MAJOR STUDENTS
IN MINDORO STATE UNIVERSITY- CALAPAN CITY CAMPUS.
We are humbly asking for your permission to validate the attached researchers’
problem-solving made test. We will appreciate any feedback or recommendations you
may have for the improvement of our study.
We are hoping for your good response to our request.
Thank you and God bless.
Respectfully.
CONSIGO, EMERSON P. DE VILLA,GOLDIE MAE O. ZAPATA, MARINIEL H.

Student Researcher Student Researcher Student Researcher
Noted by:
POLEMER M. CUARTO, PhD

Research Adviser
91
March 18, 2022
LOVELYN L. CHEN
Mindoro State University- Calapan City Campus
Ma’am.
Greetings!
Respectfully.

Noted by:

Research Adviser
92
March 18, 2022
ALEXIS ALBO
Agustin Gutierrez Memorial Academy

Poblacion 1, Naujan, Oriental Mindoro
Sir.
Greetings!
Respectfully.

Noted by:

Research Adviser
93
APPENDIX B VALIDATION FORM
March 18, 2022
JOMAR M. NARVAS
Parang National High School
Parang, Calapan City
Directions: Analyze and solve the problems below. Show all your pertinent solutions.
Scan your answers and submit it in pdf file format at the google classroom.
Part I. Common Misconceptions in Algebra Word Problem Solutions

Area I. Variables
Word Problem Tests Retain Disregard Revise Comments
1. Leo and Lito are brothers. Their

combined age is 20, and Lito is 4
years older than Leo. What are Leo ✓
and Lito's ages?
2. A number between 10 and 100 is

five times the sum of its digits. If 9
be added to it the digits are ✓
reversed. Find the number?
Area II. Negative Sign
3. If the product of a number and –7 is

reduced by 3, the resulting number
is 33 less than twice the opposite of ✓
that number. What is the number?
4. The area of a rectangle is 24 cm2.

The width is two less than the
length. What is the length and ✓ *exponent
width of the rectangle?
Area III. Inequality

94
5. The length of a rectangle is 4cm

longer than the width. The
perimeter is no more than 28cm.
What are the maximum possible ✓
dimensions for the rectangle?
6. The sum of two consecutive integers

is less than 55. Find the pair of
integers with the greatest sum. ✓
Area IV. Operations
7. The price of a shirt is Php4999. The

sales lady gives a discount of ✓
Php251.99. Ali and his brother

bought 4 shirts and then share the
cost with his brother. Write a
numerical expression to represent
this situation and then find the
price paid by each brother.
8. There were 9500 audience at a

NBA playoffs match. 6375 of
them were men. Of the remaining
audience, there were 4 times as ✓
many children as women. How
Area V. Fractions
9. A third of Leo's marks in

mathematics exceeds a half of his
marks in English by 30. If he got
240 marks in the two subjects ✓
together, how many marks did he
get in English?
95
10. If 1/8 of a pencil is black, 1/2 of

the remaining is white and the
remaining 3 1/2 cm is blue, find ✓
the total length of the pencil.
Area VI. Distributive Property
11. Emer's MP3 player holds songs

of three different genres: rnb,
opm, and rock. There are 5 times
as many rnb tracks as there are
opm tracks, and there are 7 times
as many rock tracks as there are
✓
opm tracks. Let x represent the
number of opm tracks. Write an
expression for the total number of
tracks on the MP3 player, and
simplify it.
12. The length of a rectangle is 3

more than the width of the
rectangle. If the rectangle area is
✓ *exponent
18 cm2, find the length and width
of the rectangle.
Area VII. Decimals
13. Kim, Paul, and Meng have a

combined height of 7 meters. If
Kim is 2.31 meters tall and Meng
✓
is 2.6 meters tall, how tall is
Paul?
96
14. Your house cleaner has sent you

to the grocery store for exactly
Php495.50. She wants you to
bring home one gallon of milk,
which costs Php147.75, and as
many chicken breasts as you can
afford, without having any ✓
change. Chicken breast is on sale
for
Php49.25 per pound. How many
pounds of chicken breast should
you buy?
Area VIII. Unit Conversion
15. Odette measures two line

segments. The first line segment
is 30cm long. The second line
segment is 500mm long. How
✓
long are the two line segments
together?
(answer in cm)
16. The length of the box is 2m and

the width is 40cm. Find the area
✓
of the box in cm2.
Part II. Specific Errors in Algebra Word Problem Solutions

Area I. Variables

and Lito's ages?
97

five times the sum of its digits. If 9 be
added to it the digits are reversed. ✓
Find the number?

reduced by 3, the resulting number is
33 less than twice the opposite of that ✓
number. What is the number?
4. The area of a rectangle is 24 cm2. The

width is two less than the length.
What is the length and width of the ✓
rectangle?
5. The length of a rectangle is 4cm longer

than the width. The perimeter is no
more than 28cm. What are the
maximum possible dimensions for ✓
the rectangle?
6. The sum of two consecutive integers is

less than 55. Find the pair of integers
with the greatest sum. ✓
Area IV. Operations

sales lady gives a discount of
Php251.99. Ali and his brother ✓
this situation and then find the price
paid by each brother.
98
8. There were 9500 audience at a NBA

playoffs match. 6375 of them were
men. Of the remaining audience, ✓
there were 4 times as
many children as women. How many

✓
Area V. Fractions
9. A third of Leo's marks in mathematics

exceeds a half of his marks in
English by 30. If he got 240 marks in
the two subjects together, how many ✓
marks did he get in English?
10. If 1/8 of a pencil is black, 1/2 of the

remaining is white and the remaining
3 1/2 cm is blue, find the total length ✓
of the pencil.
11. Emer's MP3 player holds songs of

three different genres: rnb, opm, and
rock. There are 5 times as many rnb
tracks as there are opm tracks, and
there are 7 times as many rock tracks
as there are opm tracks. Let x ✓
represent the number of opm tracks.
Write an expression for the total
number of tracks on the MP3 player,
and simplify it.
12. The length of a rectangle is 3 more

than the width of the rectangle. If the
rectangle area is 18 cm2, find the
length and width of the rectangle. ✓
99
Area VII. Decimals

combined height of 7 meters. If Kim
is 2.31 meters tall and Meng is 2.6 ✓
meters tall, how tall is Paul?
14. Your house cleaner has sent you to

the grocery store for exactly
Php495.50. She wants you to bring
home one gallon of milk, which
costs Php147.75, and as many
chicken breasts as you can afford,
without having any change. Chicken ✓
breast is on sale for
pounds of chicken breast should you
buy?
15. Odette measures two line segments.

The first line segment is 30cm long.
The second line segment is 500mm
long. How long are the two line ✓
segments together? (answer in cm)
16. The length of the box is 2m and the

width is 40cm. Find the area of the ✓
box in cm2.
JOMAR M. NARVAS
SHS Teacher II
100
March 18, 2022
LOVELYN L. CHEN

Area I. Variables

and Lito's ages?



length. What is the length and ✓

101


Area IV. Operations


bought 4 shirts and then share
the cost with his brother. Write a
numerical expression to
represent this situation and then
find the price paid by each
brother.

them were men. Of the
remaining audience, there were ✓
4 times as many children as
women. How many children
were there?
Area V. Fractions

mathematics exceeds a half of
his marks in English by 30. If he
got 240 marks in the two ✓
subjects together, how many
102


opm, and rock. There are 5
times as many rnb tracks as
there are opm tracks, and there
are 7 times as many rock tracks
✓
as there are opm tracks. Let x
represent the number of opm
tracks. Write an expression for
the total number of tracks on the
MP3 player, and simplify it.

✓
18 cm2, find the length and
width of the rectangle.
Area VII. Decimals

Kim is 2.31 meters tall and
✓
Meng is 2.6 meters tall, how tall
is Paul?
103

many chicken breasts as you
can afford, without having any ✓
change. Chicken breast is on
sale for
you buy?

✓
together?
(answer in cm)

✓
of the box in cm2.

Area I. Variables

and Lito's ages?
104

Find the number?


rectangle?

the rectangle?

Area IV. Operations

105


✓
Area V. Fractions


of the pencil.

and simplify it.

106
Area VII. Decimals


buy?


box in cm2.
LOVELYN L. CHEN
College Teacher
107
March 18, 2022
ALEXIS ALBO

Area I. Variables

and Lito's ages?



length. What is the length and ✓

108


Area IV. Operations


bought 4 shirts and then share
the cost with his brother. Write a
numerical expression to
represent this situation and then
find the price paid by each
brother.

them were men. Of the
remaining audience, there were ✓
4 times as many children as
women. How many children
were there?
Area V. Fractions

mathematics exceeds a half of
his marks in English by 30. If he
got 240 marks in the two ✓
subjects together, how many
109


opm, and rock. There are 5
times as many rnb tracks as
there are opm tracks, and there
are 7 times as many rock tracks
✓
as there are opm tracks. Let x
represent the number of opm
tracks. Write an expression for
the total number of tracks on the
MP3 player, and simplify it.

✓
18 cm2, find the length and
width of the rectangle.
Area VII. Decimals

Kim is 2.31 meters tall and
✓
Meng is 2.6 meters tall, how tall
is Paul?
110

many chicken breasts as you
can afford, without having any ✓
change. Chicken breast is on
sale for
you buy?

✓
together?
(answer in cm)

✓
of the box in cm2.

Area I. Variables

and Lito's ages?
111

Find the number?


rectangle?

the rectangle?

Area IV. Operations

112


✓
Area V. Fractions


of the pencil.

and simplify it.

113
Area VII. Decimals


buy?


box in cm2.
ALEXIS ALBO
SHS TEACHER
114
APPENDIX C REQUEST LETTER

June 2022
Ms. GLENDA C. CASTILLO

Program Chair, BSEd
Mindoro State University – Calapan City Campus
Dear Ms. Castillo:
Greetings!
We, the researchers from third year college of BSEd-Mathematics are currently
conducting a research entitled “Common Misconception and Errors in Algebra Word
Problem Solution of First Year Mathematics Major Students in Mindoro State
University”.
In this connection, we would like to request from your good office the permission
administer survey questionnaire to the second year and third year Mathematics Major
students for the the above undertaking. The target date of administration will be on July
19, 2022.
Attached is the copy of our survey questionnaire to be administered for your information
and guidance.
Thank you very much in anticipation for your favorable response. God bless!
Respectfully.

Noted by:
GARY CUASAY. Ed. D

Research Instructor
Approved by:
Ms. GLENDA C. CASTILLO

Program Chair, BSEd
115
Research Instrument
General Directions: Analyze and solve the problems below. Show all your
pertinent solutions. Scan your answers and submit it in pdf file format at the
google classroom.
1. Leo and Lito are brothers. Their combined age is 20, and Lito is 4 years older than
Leo. What are Leo and Lito's ages?
2. A number between 10 and 100 is five times the sum of its digits. If 9 be added to
it the digits are reversed. Find the number.
3. If the product of a number and –7 is reduced by 3, the resulting number is 33 less
than twice the opposite of that number. What is the number?
4. The area of a rectangle is 24 cm2. The width is two less than the length. What is
the length and width of the rectangle?
5. The length of a rectangle is 4cm longer than the width. The perimeter is no more
the greatest sum.
and his brother bought 4 shirts and then share the cost with his brother. Write a
numerical expression to represent this situation and then find the price paid by
each brother.
8. There was 9500 audience at a NBA playoffs match. 6375 of them were men. Of
the remaining audience, there were 4 times as many children as women. How

116
9. A third of Leo's marks in mathematics exceeds a half of his marks in English by
30. If he got 240 marks in the two subjects together, how many marks did he get
in English?
10. If 1/8 of a pencil is black, 1/2 of the remaining is white and the remaining 3 1/2
cm is blue, find the total length of the pencil.
11. Emer's MP3 player holds songs of three different genres: RnB, OPM, and rock.
There are 5 times as many RnB tracks as there are OPM tracks, and there are 7
times as many rock tracks as there are OPM tracks. Let x represent the number of
OPM tracks. Write an expression for the total number of tracks on the MP3 player,
and simplify it.
area is 18 cm2, find the length and width of the rectangle.
13. Kim, Paul, and Meng have a combined height of 7 meters. If Kim is 2.31 meters
tall and Meng is 2.6 meters tall, how tall is Paul?
14. Your house cleaner has sent you to the grocery store for exactly Php495.50. She
wants you to bring home one gallon of milk, which costs Php147.75, and as many
chicken breasts as you can afford, without having any change. Chicken breast is
on sale for Php49.25 per pound. How many pounds of chicken breast should you
buy?
15. Ligaya measures two line segments. The first line segment is 30cm long. The
second line segment is 500mm long. How long are the two line segments together?
(Answer in cm)
16. The length of the box is 2m and the width is 40cm. Find the area of the box incm2 .
CURRICULUM VITAE
Home Address: Santiago, Naujan, Oriental Mindoro
Mobile Phone: 0951-110-1386
Email Address: emersonconsigo64@gmail.com
EMERSON P. CONSIGO
BSEd – Mathematics
PERSONAL DATA
Birthdate : December 28, 2000
Birthplace : Santiago, Naujan, Oriental Mindoro
Gender : Male
Religion : Protestant
Nationality : Filipino
Father : Domingo C. Consigo Sr.
Mother : Melina P. Consigo
EDUCATIONAL BACKGROUND
Mindoro State University – Calapan City Campus August 2019 – Present
San Agustin Gutierrez Memorial Academy 2017-2019

Poblacion I, Naujan
San Agustin Gutierrez Memorial Academy 2013-2017

Poblacion I, Naujan
Jose L. Basa Memorial School 2007-2013

Poblacion II, Naujan
CURRICULUM VITAE
Home Address: Dao, Naujan, Oriental Mindoro
Mobile Phone: 0915-062-9012
Email Address: devillagoldiemae@gmail.com
GOLDIE MAE O. DE VILLA

PERSONAL DATA
Birthdate : October 12, 1999
Birthplace : Angono, Rizal
Gender : Female
Religion : Baptist
Mother : Rhea D. Duque
Nag-iba National High School 2016-2018

Nag-iba, Naujan
San Agustin National High School – Laguna Annex 2011-2015

Aurora, Naujan
Pias Elementary School 2004-2011

Pias, Porac Pampanga
CURRICULUM VITAE
Home Address: Montelago, Naujan Oriental Mindoro
Mobile Number: 0915-744-9316
Email Address: zapatamariniel09@gmail.com
MARINIEL H. ZAPATA
PERSONAL DATA
Birthdate : September 19, 2000
Birthplace : Montelago, Naujan Oriental Mindoro
Gender : Female
Religion : Roman Catholic
Father : Noriel M. Zapata
Mother : Maribel H. Zapata
Naujan Academy 2017-2019

Naujan Academy 2013-2017

Montelago Elementary School 2007-2013

Montelago Naujan

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COMMON MISCONCEPTIONS AND ERRORS IN ALGREBRA WORD

PROBLEM SOLUTION OF FIRST YEAR MATHEMATICS MAJOR

Goldie Mae O. De Villa

This thesis titled COMMON MISCONCEPTIONS AND ERRORS IN

POLEMER M. CUARTO, Ph.D.

GLENDA C. CASTILLO ALAIN A. MENDOZA, Ph.D.

POLEMER M. CUARTO, Ph.D.

ROMEO C. CASTILLO, Ph.D.

One of the most serious problems in learning Algebra is the prevalence of

document analysis to determine the common misconception and specific errors in

Results revealed some misconceptions in Algebra word problem solutions such as

shorter-is-larger misconception, distributive rule misconception, “of remaining”

misconception, “not more than” misconception, “less than” misconception, negative

length misconception, oversimplification misconception, exception in conversion

misconception, and syntactic word order matching process misconception. Several

subtraction of numbers, incorrect mathematical expressions, negative length and width,

wrong simplification, wrong simplification by elimination method, unnecessary

change of variable, improper distribution, misinterpretation of words of fraction,

combined unlike terms, under simplification, oversimplification, unnecessary

transformed terms, applied unnecessary formula, incorrect mathematical equation,

conversion of units, unchanged sign, operation error, unfinished solution, and

intervention material to remediate the common misconceptions and errors of students

in Algebra word problem solutions.

Keywords: Algebra, document analysis, errors and misconceptions, qualitative case

study, problem solving

helped them through this process.

ROMEO C. CASTILLO, PhD College Dean of Mindoro State University, for

allowing them to conduct the study;

realization of this study.

GLENDA C. CASTILLO, for sharing her expertise as the chairperson of the

TO THE RESPONDENTS, for their kind cooperation in answering the

questionnaire during the conduct of the study;

TO OUR FAMILY AND FRIENDS, for the love, encouragement,

enlightenment, wisdom, guidance, love, and for giving immeasurable blessings.

Goldie Mae O. De Villa

LIST OF FIGURES xii

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Statement of the Problem/Objectives of the Study 5

Scope, Limitation, and Delimitation of the Study 6

Significance of the Study 7

Theoretical Framework and Conceptual Framework 10

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

Algebra and the Skills Required 15

Nature of Misconceptions and Errors in Algebra 18

Arithmetic and Algebra Word Problems 21

Misconceptions and Errors in Algebra 24

Algebraic Expressions and Symbols

Polynomials, Exponents, and Radical Expression 26

Student’s Difficulties in Algebra 32

CHAPTER III RESEARCH METHODOLOGY/MATERIALS AND METHODS

Participants of the Study 36

Validation of the Research Instrument 37

Data Gathering Procedure 37

Statistical Treatment of Data 38

CHAPTER IV RESULTS AND DISCUSSION

Common Misconception in Algebra Word Problem Solution 39

Shorter – is – Larger Misconception 41

Distributive Rule Misconception 42

“Of the Remaining” Misconception 43

“Not more than” Misconception 44

“Less than” Misconception 44

Syntactic Word Under Matching Process Misconception 48

Specific Errors in Algebra Word Problem Solution 49