Transition from arithmetic to algebra: A study with university students from Nicaragua

Abstract

The following article presents the results of an investigation on the main difficulties affecting the transition from arithmetic to algebra in students of the National Autonomous University of Nicaragua, Managua (UNAN-MANAGUA), specifically in the Regional Multidisciplinary Faculty of Chontales (FAREM -Chontales). It is a permanent issue today in Mathematics Education. In the review of the literature some important concepts were found that allow to improve these difficulties. The type of sampling used was non-probabilistic, since it is a mixed-focus study, it was defined voluntarily, taking as criteria the way students responded to the test, giving their opinions and expressing their ideas in the interview. Important aspects on how to improve the difficulties presented in the development of the contents of the arithmetic and algebra units were analyzed. It is concluded that the knowledge that students acquire in the development of the contents of the arithmetic and algebra unit is essential for the following subjects as well as in their professional field.