| Summary: | A dissertation submitted to the Department of Mathematics, Science, and Technology in fulfilment of the requirements for the degree of Master of Education (Mathematics Education) in the Faculty of Education at the University of Zululand, 2019. === Algebra is a mathematical concept that explains the rules of symbol operations, equations, and inequality. Algebra is a combination of logic and language; hence common mistakes and conceptions are either attributed to logic or language problems, or both. There is also ongoing debate about the fact that learners come to class with different ideas that result in errors and misconceptions when they solve algebraic equations and expressions. Based on this debate concerning both errors and misconceptions in solving algebraic equations and expressions, the purpose of this study was to investigate the errors and misconceptions committed by learners when learning Algebra. The study answered the following research questions: What are the types and the sources of errors and misconceptions committed by Grade 9 learners in Algebra learning? How do the types and the sources of errors and misconceptions influence errors in Grade 9 learners’ cognition when learning Algebra? Which strategies work to avoid errors? What are the sources of the errors and misconceptions in Algebra? Unlike the predominant existing studies, which are urban-based, this study was based in rural schools in the King Cetshwayo District of UMlalazi and Mtunzini Municipality. The structure of the observed learning outcome (SOLO) theory was adopted to observe, examine and analyse learners’ misconceptions in rural-based secondary schools.
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