Challenges Faced by Entry-level University Students in Word Problems Involving Fractions Terminology

J., Coetzee; Mammen, Kuttickattu John

doi:10.1080/09751122.2016.11890556

Cited by 2 publications

(1 citation statement)

References 6 publications

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“…Language issues become even more prevalent in mathematics when word problems are under consideration. Various studies have found that the majority of errors made when solving mathematical word problems were due to lack of comprehension of the text and not necessarily computational errors [24], [27], [31].…”

Section: Language and Mathematicsmentioning

confidence: 99%

Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

J.¹

2017

SJEDU

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This paper evolved from a larger study and aimed to test the fractions skills of entry-level students at a South African comprehensive university. The focus in the paper is on the language of learning and teaching as one of the causes for difficulties in learning fractions for entry level science and engineering students. The sample consisted of 94 entry level students out of a population of 120, who enrolled for national diplomas in science and engineering. The survey instrument consisted of 20 items and the data were analyzed using Microsoft Excel 2013. The main findings were that entry-level students enrolled for engineering and science diploma courses struggled to apply fraction arithmetic and that the problems associated with the language of learning and teaching (LoLT) caused difficulties. This study provided important information to schooland university-level mathematics educators by confirming that language difficulties can negatively impact upon the success in learning fractions.

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Section: Language and Mathematicsmentioning

confidence: 99%

Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

J.¹

2017

SJEDU

View full text Add to dashboard Cite

show abstract

Science and Engineering Students’ Difficulties With Fractions At Entry-Level To University

J.¹,

Mammen²

2017

INT ELECT J MATH ED

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This study was carried out at a South African university. The aim of the study was to test entrylevel students' fractions skills in order to facilitate teaching at appropriate levels. The sample consisted of 94 first-year entry level students (54 mainstream and 40 extended stream) who were enrolled for national diplomas in science and engineering, out of a population of 120 students. The instrument had 20 items, including three multiple choice questions (MCQs). The data were analyzed using Microsoft Excel 2013. The main finding was that entry-level students enrolled for engineering and science diplomas performed poorly in a test of numeracy skills. The average score (47.8%) was regarded as a cause for concern, especially considering that the test was pitched at Grade 8 level. The study also found that students struggled to apply proportional reasoning when dealing with word problems. Mathematics teachers and lecturers need to be aware of students' difficulties and ought to attempt to assist them to overcome such challenges. It is hoped that this paper will be useful to mathematics curriculum implementers at school level, subject advisors at the district level, pre-service teacher educators at Teachers' colleges and universities, and university lecturers teaching mathematics at first year level.

show abstract

Challenges Faced by Entry-level University Students in Word Problems Involving Fractions Terminology

Cited by 2 publications

References 6 publications

Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

Language of Learning and Teaching as one of the Causes for Difficulties in Learning Fractions

Science and Engineering Students’ Difficulties With Fractions At Entry-Level To University

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