Planning for Progression- The debate around the use of the elimination method in the teaching of simultaneous equations

Abstract

This research discusses the teaching of simultaneous equations with a focus on the merits of the elimination method and preferences for this method. This topic was taught in a sequence of six lessons to year 10 students. Three methods were taught: elimination method, substitution method and graph method. During these lessons I utilised the school iPads and the method of SOLO taxonomy. I analysed students’ preference of method where the question allowed for choice, and their ability to answer the question where the method was specified.  Students developed an understanding of the elimination method in order to use it effectively, developed a preference for this method and struggled with the substitution and graph methods.

This topic was taught in light of conflicting literature regarding the benefit of teaching the elimination method at GCSE. Some students struggled with rearranging formulae and complex substitution, leading me to conclude that the elimination method is the most appropriate for year 10 students. Given the impending changes in the GCSE exam, notably the inclusion of simultaneous equations in the foundation tier paper, I feel that the elimination method is a valuable method to teach to students of all levels and should be maintained in GCSE teaching to enable less able students to solve simultaneous equations and gain marks.