Julie, CyrilMatsolo, Matjala LydiaFaculty of Education2013-08-062024-05-282007/06/112007/06/112013-08-062024-05-282006https://hdl.handle.net/10566/15523Magister Educationis - MEdThis thesis investigates grade seven learners perceived experiences in learning algebra.Things that learners do and say during algebra lessons and about algebra were investigated. The study was done at one of the previously disadvantaged schools in Cape Town, South Africa.The data were collected through observations, a questionnaire and interviews. Observations were made from the day the topic was started in two grade seven classes. Two different teachers taught the two classes. Focus group interviews were conducted, two group of learners, ten learners from each of the two classes were interviewed. Learners devised a number of strategies for solving problems related to sums and differences. The principal learning difficulties experienced by learners in algebra related to the transition from arithmetic conventions to those of algebra, the meaning of literal symbols and the recoginition of structures. It became obvious then that developing algebraic thinking is not necessarily dependent upon algebraic notation and that the presence of algebraic notation says little about the level of problem solving.enAlgebraStudy and teaching (Secondary) - South AfricaMathematicsSecondary schoolThesisUniversity of the Western Cape