The Positive Impact of Combining Daily Math with First-Class Equation Learning for Middle School Students

Abstract

The purpose of this study was to investigate the impact of using real life situations in solving linear equations for the seventh grade students. Integrated approach (qualitative and quantitative) methods were utilized and 20 average students from seventh grade deliberately participated in this study. Research methods consists of two parts. The first part includes two survey forms that   examined the procedural errors of the students' answers, as well as some observations of four activities done by the students. The four activities are adding similar algebraic terms, quantity comparison, and quantity comparison and finding the missing value, and solving linear equations. In the first stage, Form (A) was passed to students and followed by the intervention teaching tools. Then students' reactions and feelings were observed. In the final stage, Form (B) was passed to students and results of the four activities were analyzed. The second part of the research includes two surveys forms that examine the mistakes done by students in solving real life problems as well as some observations of some students who dealt with analyzing real life problems. In the first stage, Form (A)  was passed and followed by the intervention teaching tools. Then students' reactions and feelings were observed. In the final stage, Form (A) was passed to students and results of life problems were analyzed.

The results of this study showed that the concept of linear equations developed as the following order:  First, the concept of adding and subtracting similar algebraic, then the concept of quantity comparison and finally the concept of equality in linear equations. The results suggested that real- life situations were an important element in understanding math tasks, and moreover, it helped students overcome their mistakes and difficulties and developed conceptual knowledge of math subjects.

The results also indicated that the intervention of teaching tools had a positive impact on the students, who were also able to correct their procedural errors. Results of the t- test indicated that there were statistical differences on form A and form B. In the light of the findings, the researcher recommended an advanced mathematics curriculum for the middle level in light of life skills. He also suggests using technology to broaden student perception and develop imagination in solving linear equations in light of the life situation around us