Difficulties in Learning Algebraic Concepts Among Preparatory Stage Students: An Analytical Study

Abstract

This study aims to analyze the difficulties in learning algebraic concepts among middle school students, focusing on cognitive, psychological, social, and educational factors that affect the learning process, and to propose effective remedial methods to help students overcome these difficulties. The study relied on a descriptive-analytical library-based approach, collecting information from specialized books and previous studies on algebra learning difficulties, analyzing and comparing them to obtain a clear understanding of these challenges. Results indicated that students face multidimensional difficulties, including understanding symbols and equations, solving absolute value equations, graphing functions, and handling logarithmic problems. Cognitive factors, psychological factors such as anxiety and fear of mathematics, and traditional teaching methods were found to exacerbate these difficulties. The study provides a comprehensive theoretical framework and presents educational strategies to enhance algebra learning, such as practical examples, interactive exercises, real-life applications, and effective remedial methods that help teachers improve students’ academic performance and reduce learning difficulties. This research contributes to enriching educational knowledge and provides a clear perspective on optimal methods to address algebra learning challenges among middle school students