How Do 13-year Olds in Malaysia Compare Fractions?

Razak, Fadzilah Abdol; Noordin, Noraini; Alias, Rosidah; Dollah, Rohana

doi:10.1016/j.sbspro.2012.04.171

Cited by 3 publications

(2 citation statements)

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“…Furthermore, low ability pupils relied on standard written algorithms more than reflecting on number sense based methods. Errors due to whole number concept are dominant among the primary pupils and even secondary students [4,5,10].…”

Section: Background Of Studymentioning

confidence: 99%

Effects ofMATAS HopscotchTechnique in the Teaching of Fractions and Error Patterns Made by Year 5 Pupils

Periasamy

Bakar

Ayub

2014

Education Research International

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MATAS Hopscotchtechnique was created to solve the subtraction of three types of fractions. The study involved 56 pupils from two Year 5 classes. A quasi-experimental, nonrandomized control group, pretest-posttest delayed post-test was conducted on two intact groups, randomly assigned into control and experimental groups. A pretest was administered at the early stage of this study. The study described types of error made by the pupils in solving the subtraction of fractions. Rubrics, Hodes and Notling (1998), were used to describe types of error made by the pupils in the pretest and posttest. The findings in the pretest showed both groups made concept, directions, and careless errors. However, in the posttest, the experimental group made careless errors while the control group made concept, directions, and careless errors. The number of errors made by the control group was higher than that made by the experimental group.

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Section: Background Of Studymentioning

confidence: 99%

Effects ofMATAS HopscotchTechnique in the Teaching of Fractions and Error Patterns Made by Year 5 Pupils

Periasamy

Bakar

Ayub

2014

Education Research International

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“…Five students from each school were randomly selected for the interview session which was video-taped and transcribed. The PFI was used for further identification of common errors and problems with item interpretation, and to understand the thinking and the procedural processes plus the algorithms undertaken by the students in answering the five selected questions (Wong et al, 2006;Abdol Razak, Noordin, Dollah and Alias, 2010). …”

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confidence: 99%

How Do 13-Year-Olds in Malaysia Compare Proper Fractions?

Razak¹,

Noordin²,

Dollah³

et al. 2017

jABs

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In an effort to understand the problems and difficulties students faced in learning fractions, a study was carried out on Form 1 students from four different types of secondary schools in Perlis, Malaysia. Five different questions on proper fractions were constructed involving two fractions with equal and different denominators, and more than two fractions with different denominators. A Rasch analysis was done on the responses to help assess their level of conceptual understanding.The whole number concept was very dominant as some of the students treated the numerators and denominators separately, showing their confusion and unstable thinking in fractions learning.Keywords: Fraction understanding, proper fraction, whole number, Rasch analysis eISSN 2514-7528 © 2017 Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. https://doi.org/10.21834/jabs.v2i2.177 Abdol Razak, F., et.al. / Journal of ASIAN Behavioural Studies, jABs, 2(2), Jan / Mar 2017 (p.27-35) 28 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-ncnd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for EnvironmentBehaviour Studies), Faculty of IntroductionFraction is a number that expresses part of a group. Primary students in Malaysia are exposed to the fractions learning for four years beginning as early as Year 3. In Year 4, students are introduced to proper fractions and are required to name and write proper fractions with denominators up to ten, express equivalent fractions to proper fractions, add two proper fractions with denominators up to ten, and subtract proper fractions with denominators up to ten (Mathematics Year 4, 2006). By the end of Year 6, these students should be able to understand proper fractions as well as improper fractions and mixed numbers, and be competent enough with the algorithms that are connected to fractions (Mathematics Year 6, 2006).Conceptual understanding of fractions is a prerequisite to dealing with other areas of mathematics. The conceptual understanding develops when students are able to connect between concepts and procedures and can explain why some facts are consequences of others (National Research Council, 2001;Wong and Evans, 2007). Thus, misconception in fraction learning may cause problems with other domains in mathematics such as algebra, measurement, ratio and proportion concepts (Behr, Lesh, Post, & Silver, 1983). In an early study by Stephens (2002, 2006), students were found to demonstrate inappropriate use of whole number thinking strategies to fraction problems. Students who were able to order whole numbers failed to realize that this thinking strategy was only applicable for fractions with same denominators. Since fractions make up an integral part of the Malaysia primary school curriculum, it is therefore important to examine whether by the end of Year 6, students do have a g...

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