Algebra is a cornerstone for advanced mathematical learning and success in STEM-related fields. However, persistent challenges in algebraic understanding hinder students' academic and career prospects, particularly in South Africa. Despite curriculum reforms, students frequently struggle with foundational concepts, leading to systemic errors and misconceptions. This study aims to systematically review research on secondary school students’ algebraic errors and misconceptions, guided by the Structure of Observed Learning Outcomes (SOLO) and Kiat’s error analysis framework. The review identifies predominant errors and their underlying misconceptions and offers actionable recommendations for improving algebra instruction.

Method:
The study employed a systematic review of 9 research articles published between 2014 and 2024, focusing on South African secondary school students’ algebraic errors and misconceptions. The researcher followed a content analysis using SOLO taxonomy levels (pre-structural to extended abstract) and Kiat’s error types (conceptual, procedural, technical). The analysis captured patterns of student difficulties and provided insights into effective teaching interventions.

Results:
The findings reveal that students commonly struggle with errors related to negative signs, algebraic simplification, and the misuse of operational rules. Conjoin and exponent errors were prevalent at the pre-structural and unistructural levels, while more advanced errors persisted at higher levels. Effective teaching strategies, such as the Concrete-Representational-Abstract (CRA) method and error analysis frameworks, demonstrated the potential to mitigate misconceptions and foster conceptual understanding.

Conclusion and Implications:
The study underscores the importance of targeted teacher training in diagnosing and addressing algebraic misconceptions. Recommendations include revising curricula to emphasise conceptual understanding, employing early diagnostic assessments, and integrating student-centred strategies like CRA. Further research is needed to explore misconceptions in other mathematical domains and to refine approaches for addressing systematic errors.

Keywords: Algebraic errors, misconceptions, SOLO, learning, mathematics.