<![CDATA[This study aims to identify and describe the types of errors made by students in solving integrated problems involving arithmetic sequences and series combined with systems of linear equations in two variables, as well as to analyze the characteristics of algebraic understanding reflected in their solution processes. The research employed a descriptive qualitative approach involving 31 students at Instituto Escola Secundária Técnica Vocacional Católica Mater Misericordiae (IESTVC-MM), Timor-Leste. The research instrument consisted of a single integrated problem-solving task designed to require coordination of symbolic representation, formula application, algebraic manipulation, and result interpretation. Data were analyzed through error coding based on students’ written solution steps. The findings indicate that although most students were able to construct the initial mathematical model correctly, multidimensional errors were still identified, including incomplete, procedural, conceptual, notational, and numerical errors. Some students even obtained correct final answers through procedures that were not conceptually valid. These findings suggest that, within the context of the analyzed integrated task, students’ algebraic understanding may not yet be fully integrated across conceptual, procedural, and representational dimensions, as reflected in their solution processes. Therefore, the results highlight the potential value of designing algebra instruction in a more integrative and diagnostic manner to support the coherence of students’ mathematical thinking.]]>
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