1-REVIEW OF LITERATURE 3
1-1 General Background3
1-2cognitive process and problem solving 4
1-3-cognitive process in solving equation 6
During their curricula,students have to solve different sorts ofproblems in different subjects generally classified into two major parts : sciences and literature.
Among scientific subjects we have mathematics which sometimes is considered as a very difficult subject by students.
Equation is one of the numerous operations we have to do in mathematics , but many students failed at solving these equations.
The question that comes intoour mind is why so many students failed at solving equations?
What are the different cognitive processes involved in the solving of algebraic problem in general and equation in particular?
Is it a question of intelligence,understanding or predisposition?
The aim of this paper will be to show the different cognitive processes in equation solving by students which can belinked to their ability to successfully solve ornot equation as well as real life problem solving in general.
1- REVIEW OF LITERATURE
In our research, we encounter difficulties at finding books related to our topic both in our central and college libraries.
Internet ,on the contrary has been very helpful to us ,there we find quantities of papers,books,articles related to ourtopic and that helps us greatly in the realisation of this work.
1-1 General Background
in order to have a clear idea of our study let explicit some key words,that we think will help the reader in its understanding of our paper.
An equation is a mathematical statement that asserts the equality of two expressions. Equations consist of the expressionsthat are to be equal on opposite sides of an equal sign, as in
One use of equations is in mathematical identities, assertions that are true independent of the values of any variables contained within them. For example, for any given value of x it is true that
However, equations can also be correct for only certain values of the variables.In this case, they can be solved to find the values that satisfy the equality. For example, consider the following.
The equation is true only for two values of x, the solutions of the equation. In this case, the solutions are x = 0 and x = 1.
Many authors reserve the term equation exclusively for the second type, to signify an equality which is not an identity. Thedistinction between the two concepts can be subtle; for example,
is an identity, while
is an equation with solutions x = 0 and x = 1. Whether a statement is meant to be an identity or an equation can usually be determined from its context. In some cases, a distinction is made between the equality sign ( = ) for an equation and the equivalence symbol (...