Muhammad Daut Siagian, Izwita Dewi
This study explores students' concept images of inequalities, examining their procedural proficiency and conceptual gaps. Employing a qualitative phenomenological methodology, data was collected through tests and interviews with high school students to elucidate their comprehension of inequality rules, solution sets, and symbolic representations. The findings reveal that while numerous students possess the ability to execute procedures, such as manipulating inequality signs when multiplying or dividing by negative numbers, they encounter challenges in articulating their reasoning. Common misconceptions include misinterpretation of interval notation, overgenerali-zation of rules, and difficulties in visualizing solutions on a number line. Furthermore, students exhibit varying degrees of proficiency in translating real-world scenarios into inequality notation, with some demonstrating symbolic accuracy but lacking conceptual justification. The study also identifies limitations stemming from sample diversity and instructional influences, underscoring the necessity for broader investigations. Based on these findings, recommendations include refin-ing instructional strategies to bridge procedural and conceptual understanding, integrating visualization techniques, and providing targeted interventions to address misconceptions. Future research should explore effective pedagogical approaches to fortify students’ relational comprehension of inequalities. These insights contribute to mathematics education by informing strategies for enhancing students’ comprehension and application of inequality concepts in academic and practical contexts. © 2026, City University of New York. All rights reserved.
Universitas Singaperbangsa Karawang, West Java, Indonesia; Universitas Negeri Medan, North Sumatra, Indonesia
