An Investigation and Study of Three-World Framework for Solving Algebraic Equations

Algebra is widely considered as a key to positive result in secondary mathematics subject. However, instruction remains mostly teacher-centred and in procedural terms of orientation, with limited chances for students to enhance algebraic understanding. In this scope of paper, the research is seriously considering the data from an investigation in which high school students shift from linear to quadratic equations. In this context, the students did not show the term of ‘didactic cut’ the subtleties grow from conceiving an equation as a balance to figure out the linear equations. Rather than Students utilised the term of ‘procedural embodiments’, shifting terms around with including ‘rules’ to gained the fairly accurate answer. To address the with quadratic equations, the high school students teach to find out the formula and seems satisfied not enough with the progress. Furthermore, the scheme of interpretation of this data require a high level of investment within comprehensive structure that places them in developing context. This study succeeds to implement the enhancement of structure of mathematics section regarding the fundamentally on human perceptions and action. Which can use to encourage student to pleasurable more, and avoiding similar problems in future by causing confusion and even mathematical anxiety. This subject of predicting the observed data and structure explains lie beyond the scope of our investigation, which can provide students with a sound theoretical and practical