Students^ Obstacles in Learning Early Algebra: A Systematic Literature Review
Nadya Syifa Utami (a*), Sufyani Prabawanto (b**)

a) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi
No. 229, Bandung 40154, Indonesia. PUI-PT PUSBANGDDRINDO , Jl. Dr. Setiabudhi No. 229, Bandung 40154, ndonesia
*nadyasyifa10[at]student.upi.edu
b) Department of Mathematics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi
No. 229, Bandung 40154, Indonesia. PUI-PT PUSBANGDDRINDO, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
**sufyani[at]upi.edu

Abstract

Algebra has been recognised as an essential topic in mathematics for the secondary school level. It is likely to form the foundation for almost all courses in secondary school mathematics and the gateway to advance mathematics. However, many students still have obstacles in learning algebra. By all means, there are some obstacles faced by students in understanding this topic. Therefore, this study aims to get description of student obstacles dealing with algebra. The method used in this study was a qualitative approach through a systematic literature review. Some literatures were sorted out related to student obstacles in learning algebra from articles in journals. From this phase, 21 articles from 16 journals were reviewed and analysed. There are three types of obstacles, namely epistemological obstacle, ontogenic obstacle, and didactical obstacle. The obstacles encountered in the concept of the equal sign, the notion of variable, algebraic expression, operation in algebra, and mathematization. In addition, the result of this study might serve as a framework for better apprehension of student obstacles in learning algebra. Finally, it will discuss the research gap from this review for further research.

Keywords: Algebra, Student^s Obstacles, Literature Review

Topic: Mathematics Education