Algebraic Thinking in Geometry at High School Level:

Students Use of Variables and Unknowns

Jaguthsing Dindyal
National Institute of Education, Singapore
<[email protected]>
The research was carried out over a three-month period in two high schools in the United
States. The six focus students who were selected to participate in the study were asked to
solve some problems in geometry requiring the use of variables and unknowns. It was
found that some of the difficulties that the students had were generic ones that students
usually have in algebra but that others were mainly due to a poor understanding of the
underlying geometrical or algebraic concepts.
The reform of the 1960s in mathematics education brought major changes in the U.S.
school geometry content. New approaches to geometry such as coordinate,
transformational, and vector approaches were emphasized in the school curriculum.
Although, the reform movement met with several obstacles, it was nevertheless significant
in establishing a prominent place for algebraic approaches to the teaching and learning of
geometry in school curricula. There is a greater emphasis now in the geometry curriculum
on writing algebraic expressions, substitution into an expression, setting up and solving
equations; all of which require an understanding of the notion of variable and unknown.
The terms variable and unknown will be used in the sense that Schoenfeld and Arcavi
(1988) have used them. Variable means something that varies or has multiple values
whereas an unknown is something that has a fixed value but that is not yet known.
Connections Between Algebra and Geometry at High School Level
Algebra and geometry have strong historical links. The use of literal symbols in the
form of variables, constants, labels, parameters and so on abounds in algebra. Symbols
abound in school geometry as well. Students work with variables and unknowns when
generalizing results or solving problems such as finding side or angle measures. Variables
are used for making general statements, characterizing general procedures, investigating
the generality of mathematical issues, and handling finitely or infinitely many cases at once
(Schoenfeld & Arcavi, 1988). The idea of a variable is also used in geometry using a
variable point as in problems involving loci. Other simple uses of algebra in geometry as
far as symbols are concerned involve labelling points or vertices, sides, and angles of
figures. Some other connections between algebra and geometry in the high school
curriculum arise in problem solving and modelling, and in the various modes of
representations graphical, algebraic, and numeric.
Many of the concepts in geometry have their counterpart in algebra. For example, a
point in geometry corresponds to an ordered pair (x, y) of numbers in algebra, a line
corresponds to a set of ordered pairs satisfying an equation of the form ax + by = c (a, b, c
R), the intersection of two lines to the set of ordered pairs that satisfy the corresponding
equations, and a transformation corresponds to a function in algebra (National Council of
Teachers of Mathematics [NCTM], 1989). Algebraic results can be achieved
geometrically, and geometrical results can be demonstrated using algebra. For example,
Pythagoras theorem can be represented algebraically using the formula a
2
+ b
2
= c
2
.
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The use of variables and unknowns is related to the broader idea of algebraic thinking.
Research in algebraic thinking has not specifically focused on the connections between
algebra and geometry. However, some studies have examined the interface between
algebra and geometry (Lee & Wheeler, 1989) and the relationship between algebra and
geometry (Nichols, 1986; Poehl, 1997). Algebraic thinking is generally accepted as having
three related components: the use of symbols and algebraic relations, the use of different
forms of representations, and the use of patterns and generalizations (NCTM, 1992, 2001;
Herbert & Brown 1999; Wagner & Kieran, 1999). These three forms of algebraic thinking
were investigated, but only the data pertaining to the use of variables and unknowns are
reported in this paper. The concomitant research question was: In what ways do secondary
students use algebraic thinking in geometry? In particular, how do secondary students use
variables and unknowns in geometry and what are the associated conceptual difficulties?
Variables and Unknowns as Symbolic Representations
The use of variables and unknowns is replete in mathematics. Many students have
difficulties working with variables and unknowns which they come across in mathematical
problems. Students have not only to identify key components of the problems but also the
underlying relationships. The representation of a mathematical problem situation is a
depiction of the relationships and operations in the situation (Swafford & Langrall, 2000).
The symbolic representations pose problems for the students. Duval (2002) has claimed
that there is no direct access to mathematical objects other than through their
representations, and thus we can only work on and from semiotic representations, because
they provide a means of processing. In geometry, this implies working in different registers
(natural language, symbolic, and figurative) and moving in between registers. Algebra
offers geometry a powerful form of symbolic representation.
Janvier (1987) claimed that a representation could be considered as a combination of
three components: written symbols, real objects and mental images. Further,
representations can be external, as observable entities or internal, occurring in the minds of
students. On the other hand, Kaput (1989) has mentioned that actions on a representation
occur in two broad classes. First, a syntactic action involves manipulating symbols of the
representation, guided only by the syntax of the symbol scheme rather than by a reference
field for those symbols. For example, in the equation x + 3 = 12, a student may simply
subtract 3 on both sides of the equations algorithmically. The focus will be on the
manipulation of the symbols. Second, a semantic action is guided by the referents of the
symbols rather than by the syntax. For example, a student may say: What number added
to 3 gives 12? Kaput added that most symbol-use acts involve a mixture of the two with
the syntactic/semantic distinction being polar extremes. In order to understand a statement
before representing it algebraically a combination of several processes is involved,
including the application of syntactic and semantic rules (MacGregor & Stacey, 1993).
A symbol is a sound or something visible, mentally connected to an idea (Skemp,
1987). The idea to which the symbol is connected is called the referent. The symbol is also
called the signifier and what is symbolized is called the signified. We symbolize when we
want something that is absent or missing in some way, and then we work on with the
symbol as a substitute (Pimm, 1995). In algebra literal symbols are used as variables,
unknowns, constants, or parameters, whereas in geometry visual symbols such as diagrams
are also used. Skemp added that it is largely through the use of symbols that we achieve
voluntary control over our thoughts. Literal symbols are easy to use but hard to understand
(Wagner, 1983). Hence, proficiency in the use of symbols seems to be a must for students
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learning geometry. Most quantitative relationships are expressed algebraically but
algebraic symbols do not speak for themselves (Sfard & Linchevski, 1994). For example,
an algebraic expression can be conceptualised as a computational process, or as an object.
Methodology
This qualitative study took place over a three-month period during the first semester of
the academic year in two large Midwestern rural high schools in the United States. One
geometry class (post-Algebra I) was selected from each high school (school X and school
Y). Class A, from school X, had 21 students and class B, from school Y, had 18 students.
Two tests were administered to the students from these two classes: an algebra test
(constructed by the researcher) and a van Hiele test developed by Usiskin at the University
of Chicago, (Usiskin 1982). Based on their performances on the tests, three students were
selected from each of the two classes: Anton, Beth, and Mary from class A in school X and
Kelly, Phil and Ashley from class B in school Y. Anton was assigned van Hiele level 4,
Kelly was next with a van Hiele level 3 whereas the other four focus students were
assigned van Hiele level 1(scale 0-4). Kelly had the highest algebra test score of 27,
followed by Phil with a score of 24 whereas the scores of Anton, Ashley, Beth, and Mary
were respectively 23, 17, 13, and 5 (out of 30). The algebra test and the van Hiele test were
used only to get some background on the students for selection and not for any extensive
quantitative analysis.
The six focus students were interviewed four times for about 40 minutes each time.
During these interviews the focus students were asked to solve sets of problems which
involved the use of algebra in geometry. The problems were finalized based on the
schools mathematics programs with the help of three experts in the field. These problems
included the use of variables and unknowns, the writing and solution of simple linear
equations, the writing and solution of linear simultaneous equations in two unknowns, and
the substitution of values in expressions. Besides, the two classrooms were observed for
about three months and 12 lessons from each class were videotaped. Artefacts, such as
tests, quizzes, and homework of the focus students were also collected. The two teachers
from these two classrooms were interviewed twice for about 30 minutes each time.
Findings and Discussion
The six focus students - Anton, Beth, and Mary (from school X), and Kelly, Phil, and
Ashley (from school Y) had to solve 10 problems (Problem 1 to 10), all of which required
the use of variables or unknowns. Due to space constraints, all of the problems are not
given, but they form part of the global discussion. The emphasis has been on the focus
students general performance, but individual solutions to a few problems have been
highlighted where possible.
Problems with Known Symbols for Variables
P1: In triangle ABC, the lengths of the sides are AB = 2x + 1, BC = 3x 2, and CA = x + 4. What
is the perimeter of the triangle? What happens to the perimeter as x increases?
In Problem 1, most of the focus students understood that x had to be positive but they
did not give any additional restriction on the value of x. Otherwise, they did not have many
difficulties, except Mary and Beth who had some difficulties understanding how the
perimeter changed when the value of x was increased. The values a variable takes are not
always numbers; in geometry, variables often represent points (Usiskin, 1988). For
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example in Problem 7, P was a variable point representing the locus of a point in a plane.
Problem 7 also did not seem to pose major difficulties to the focus students, except for
Beth and Mary, who were the weaker students in the group.
P 2: A plane figure with n sides has n(n-3)/2 diagonals. Using this formula, find out how many
diagonals a quadrilateral, a pentagon, and a hexagon has. What is the smallest number of diagonals
a plane figure can have?
In Problem 2, except for Phil and Kelly, the remaining focus students had some
difficulties understanding the type of values that the variable n could take and what was the
minimum value the expression as a whole could take. This problem required the focus
students to substitute values for n, the number of sides of a polygon, in the expression for
the number of diagonals in the polygon n(n 3)/2. A formula comes up quite often in the
study of algebra and also in certain parts of geometry. Substitution, which requires the
passage to a single unknown (Bednarz & Janvier, 1996) into a formula was not too
demanding for the students. However, the subsequent interpretation of the range of values
for n and n(n - 3)/2 was problematic. Some of the students could not accept the fact that
zero was the minimum value of the expression for diagonals in Problem 2. Schoenfeld and
Arcavi (1988) claimed that the modern notion of a variable depends on the notion of
domain and so it would be difficult to understand one without understanding the other.
Thus to have a better understanding of a variable and its use, students need to pay careful
attention to the domain on which the variables are defined. In this problem it was important
to know what the minimum value of n was.
Problems with no Given Symbols for Variables or Unknowns
P 4: The supplement of an angle is four times its complement. What is the angle?
Unlike the problems described above, in Problem 4, the focus students had to come up
with a symbol for the variable, write expressions for the complement and the supplement
of an angle, and set up an equation to solve. The following episode demonstrates how
Kelly approached Problem 4 in her interview with the researcher (R).
Kelly: We do remember we did one in class. How does it go? Complement
equals to 90 and supplement is equal to 180, is it?
R: hmm
Kelly: I dont remember how we did this one in class?
R: Suppose, you had an angle of 30, what is the complement of 30?
Kelly: Of 30? 60.
R: And the supplement?
Kelly: 150.
R: So take any angle, suppose the angle is something.
Kelly: 40.
R: So, what is the complement of 40?
Kelly: 140? The complement50.
R: And the supplement is 140, is that ok?
Kelly: Hmm
R: So if you dont know the angle how do you start the problem?
Kelly: With x?
R: Oklets try so, if x is the angle.first, what would be its complement?
Kelly: Is it 90-xI dont
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R: Hmm like for 40 it was 90 - 40 isnt it? For x it will be[She writes
90-x] Ok. And what will be the supplement?
Kelly: 180-x?
R: Ok. So one of them is four times the other. Which one is four times the
other?
Kelly: Four times its complement is the supplement.
R: Ok, alright. Can you write an equation from there? [She writes 180-x =
4(90-x)] Can you solve it? [She solves the equation after a few slips in the
algebra]
During the solution process, a major difficulty for Kelly was understanding what was
meant by the terms complement and the supplement of an angle. A related difficulty was
producing a literal symbol for a variable for writing the complement and the supplement of
a given angle. Once she was beyond these two hurdles, the rest seemed to fall into place
for her. She was able to set up the correct equation and then solve it. She had a few
algebraic slips, but on the whole it can be noted that her participation in this discourse
helped her to solve the problem.
The focus students generally did not do well on Problem 4. Three types of difficulty
were noticed: first, understanding the meaning of the words supplement and complement;
second, producing a variable for writing down the expressions; and third setting up an
appropriate equation to solve for an unknown. Once the equation was set up, these students
found the solution relatively easy. Phil, Kelly, Beth, and Mary seemed to have the first and
second types of difficulty. They did not quite understand the meaning of the words
complement and supplement and could not come up with a variable on their own whereas
Antons problem was of the third type.
Two of the focus students made the same reversal error in Problem 4. Using x for the
unknown, they both wrote 4(180-x) = 90-x for the equation. This is not an isolated incident.
Many studies have reported this error, particularly in the students-and-professors problem
(Clement, Lockhead, & Monk, 1981; Kuchemann, 1981; Clement, 1982; Booth, 1984;
Philipp, 1992; MacGregor, 1991; MacGregor & Stacey, 1993). However, it is interesting to
note that the focus students experienced this difficulty in this geometrical context. Several
reasons have been put forward as possible causes of this reversal error. Herscovics (1989)
referred to this error as syntactic translation, in which students formulate equations from
natural language expressions. Mestre (1988) described it as a sequential left-to-right
method of translation. On the other hand, Kaput (1987) stated that the major cause of the
reversal error is the powerful and automatic use of natural-language rules of syntax and
reference whereby algebraic letters are used as natural language nouns, and numbers are
used as adjectives. Syntactic translation was noted in the responses of Beth and Mary in
Problem 5.
P 5: The sum of two angles is 120 and their difference is 20. What are the angles?
For example, Mary wrote a + a = 120, a - a = 20 for the two equations which were to
be solved simultaneously, with a as the identifying symbol for angle and could not proceed
any further. On the other hand, Anton used mA and mB as unknowns in Problem 5 and
solved the problem successfully, whereas the students from school Y used x and y quite
confidently as unknowns for writing their equations and get the solution. Thus, the major
difficulties for the students included the use of unknowns for the two angles and the
subsequent solutions of the simultaneous equations. At a more general level, the
difficulties the focus students had in finding a symbol for the variable or unknown was
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probably due to difficulties in algebraic modelling, which White and Mitchelmore (1996)
described as referring to the definitions of new variables and the symbolic expressions of
relations between variables. The difficulty that the students had in coming up with a
variable or unknown seemed to be related to their mental representations of the
geometrical concept that they were trying to represent.
There were situations when a lack of familiarity with the algebraic concept led to an
added difficulty in solving a problem. For example, in Problem 10, given below, an
understanding of the term ratio was crucial to the solution of the problem.
P 10: The three angles in a triangle are in the ratio of 2: 3: 4. Find the angles.
Difficulty with the term ratio prevented some of the focus students to get the right
solution although they knew that the sum of the interior angles of a triangle added up to
180. For example Mary could not get the solution even with several prompts from the
researcher (R).
Mary: I have no clue.
R: Ok, what do you know about angles in a triangle, tell me something?
Mary: They can be different.
R: Something more specific? What do you know about all the angles in a triangle?
Mary: There is only three
R: Do you know anything about their sum?
Mary: [no response]
R: If I tell you that the sum is 180, will you be able to do that now?
Mary: No
Mary had considerable difficulty with the term ratio and how to proceed in such a
problem. Phil initially had a similar problem but was eventually able to get the solution.
However, Kelly, who had the highest algebra score in the group, did not understand the
term ratio as well and used a trial and error strategy to get to the solution.
A variable or unknown is essentially a form of representation, showing a relationship
between two or more configurations (Goldin, 2002). For Kaput (1987), the two
configurations are the represented world and the representing world. In each of the above
problems, the represented world refers to a geometrical concept for which the representing
world is an algebraic symbol. When students were provided with the symbol for the
variable or unknown, the problems were easier for the students to solve. It seemed that the
students were relieved of the mental strain to think about a representation on their own and
thus it became easier for them to work on the problem. However, when the students had to
come up with the algebraic representations on their own they had difficulties. Hence, the
relationship between the represented world (the geometrical concept) and the representing
world (the variable or unknown) seemed to be problematic. Hiebert and Carpenter (1992)
favoured the belief that an individuals mental representation is influenced and constrained
by the external situation being represented. Accordingly, the difficulty that the students had
in producing a variable or unknown seemed to be related to their mental representations of
the particular geometrical concept.
Conclusion
Some of the difficulties that the students experienced are just generic difficulties that
students studying algebra experience, like the reversal error which has been documented in
many studies (Clement, Lockhead, & Monk, 1981; Clement, 1982; Kaput & Sims-Knight,
1983; Philipp, 1992). However, there are several that appear to be related to the
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geometrical concepts used in the problems. In other cases it was the algebraic concept that
was problematic for the students, like in Problem 10. The study highlights the importance
of algebra in geometry. It is suggested that students have a better preparation in algebra
prior to joining the geometry class. A possibility is to consider an Algebra I-Algebra II-
Geometry sequence instead of the popular Algebra I-Geometry-Algebra II sequence, as
suggested by Nichols (1986) in her research.
The teaching of geometry at high school level should carefully focus on ascertaining
that various aspects of algebraic thinking are present. The various uses of symbols as
constants, unknowns, and variables should be discussed in class. In particular, the
relationship between a symbol and its referent should be made very clear for the students.
Students frequently treat variables as symbols to be manipulated rather than quantities to
be related (White & Mitchelmore, 1996). The solution of simple equations did not seem to
be a problem for students, but the solution of simultaneous equations was problematic for
them. Accordingly, instruction should ascertain that geometry students adequately develop
their knowledge and skills for solving such equations.
The interview tasks used in this study had to match the level of algebraic sophistication
of the students. Another limitation was that this study focused on how the different
interview tasks were carried out by the students rather than how students with specific
characteristics approached the tasks. The focus was more on the tasks rather than on
individual students. An avenue to explore would be a hierarchical framework, such as the
van Hieles, which could account for algebraic thinking as well. The use of tasks which
demand more varied algebraic thinking in geometrical contexts can also be considered.
Future research may also relate the problem solving abilities of students in geometry to
their background in algebra.
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