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Mathematics education research has, necessarily, focused on different aspects of this complex problem, for example wider socio-economic factors affecting performance (e.g. Setati, 2008; Taylor, 2009), school and classroom management (e.g. Fleisch, 2008; Taylor, 2009), teacher practice and professional development (e.g. Adler, 2011; Gardee & Brodie, 2015; Venkat & Adler, 2012), and learner thinking (e.g. Brodie, 2010; Gcasamba, 2014; Pournara, Hodgen, Sanders, & Adler, 2016). This article focuses on learner thinking in the context of solving linear equations in Grade 8 and Grade 9.

A commognitive perspective on Grade 8 and Grade 9 learner thinking about linear equations