Resumen

In this article, we present the results of a research study that explores secondary students’ capacity to perform translations of algebraic statements between the verbal and symbolic representation systems through the lens of errors. We classify and compare the errors made by two groups of students: one at the beginning of their studies in school algebra and another one completing their studies on algebra in compulsory education. This comparison allows us to detect errors which require specific attention in instruction due to its persistence and to identify errors that disappear as students advance in their study of algebra. The results and conclusions have pedagogic value to inform instruction and also lead to backed conjectures and research questions to push forwards research on student’s translation capacity and students’ knowledge of algebraic symbolism.