Font Size: 

The following statement presents the findings of a systematic literature review, which aimed to categorize the challenges encountered by students when dealing with one-variable linear inequality material. These challenges were classified into three distinct criteria: mathematical ability, error analysis, and difficulty assessment. The analysis conducted in this study unveiled a significant correlation between student errors, misconceptions, and their underlying causes. Consequently, the research recommends enhancements in pedagogical approaches, informed by a comprehensive understanding of these errors, misconceptions, and their potential origins. Within the scope of the reviewed material, three primary types of learning obstacles were identified. First, the Ontogenic Obstacle stems from a transitional shift in students' cognitive development, as they transition from arithmetic thinking to grasping algebraic patterns. Second, the Epistemological Obstacle is attributed to the limited contextual understanding, leading to errors in problem-solving. Finally, the Didactical Obstacle arises from the employment of procedural teaching methods, which may hinder effective comprehension. It is essential to acknowledge the study's limitations, which encompass several aspects. These limitations include the reliance on data gathered primarily from search engines, a relatively small sample size comprising 16 qualitative studies, and a specific focus on the identification of student errors, difficulties, and mathematical abilities concerning the resolution of one-variable linear inequality problems. Despite these constraints, this research aspires to lay the groundwork for future investigations aimed at addressing these learning obstacles comprehensively. It is intended to serve as a valuable reference point for the improvement of subsequent research endeavors in this domain, ultimately contributing to the amelioration of the identified challenges faced by students

Learning Obstacle, One-variable linear inequality