Identifying the concept fraction of primary school students: The investigation in Vietnam

Loc, Nguyen Phu; Tong, Duong Huu; Chau, Phan Thai

doi:10.5897/err2017.3220

Cited by 14 publications

(8 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, Simon et al (2018) have indicated that promoting a deep understanding of the concept of fractions continues to be a challenge for both teachers and learners. Moreover, learners who have limited foundational knowledge concerning solving problems involving concepts of fractions have challenges with the understanding of advanced concepts within fractions (Loc, Tong & Chau 2017). Also, a deep understanding of fractions is important for the successful transition to algebra (Pearn & Stephens 2015).…”

Section: Learning Fractions In Mathematicsmentioning

confidence: 99%

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Naidoo

Hajaree²

2021

South African Journal of Childhood Education

View full text Add to dashboard Cite

The study was framed within the ambit of social constructivism, and data were generated via task-based worksheets, interactive technology-based lessons and focus group interviews.Results: Based on the results of this study, it was evident that the participants valued the use of the technology-based tools during the teaching and learning of fractions. Based on an interpretive analysis of the data generated, two major themes emerged. Participants indicated that using videos and PowerPoint presentations inspired an appealing and fun way of learning fractions and inspired an encouraging atmosphere for learning fractions. These results may be of value to teachers, teacher educators, researchers, curriculum developers and learners of mathematics. Conclusion:The concluding comments of this article mention research implications and recommendations for further research within this area. These recommendations are significant as there is a need for educational institutions globally to embrace the 4IR within teaching and learning.

show abstract

Section: Learning Fractions In Mathematicsmentioning

confidence: 99%

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Naidoo

Hajaree²

2021

South African Journal of Childhood Education

View full text Add to dashboard Cite

show abstract

“…The third reason is textbook reliance. Most textbooks put more emphasis on procedures and steps to solve fractions problems (Loc, Tong, & Chau, 2017). This cultivates the culture of rote memorization rather than having learners develop their own understanding of fraction concepts (Idris, 2018).…”

Section: Literature Review the Teaching Of Fractionsmentioning

confidence: 99%

The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Concepts

Makhubele¹

2021

INT ELECT J MATH ED

View full text Add to dashboard Cite

This paper presents an analysis of fractions errors displayed by learners due to deficient mastery of prerequisite concepts. Fractions continue to pose a critical challenge for learners. Fractions can be a tricky concept for learners although they often use the concept of sharing in their daily lives. 30 purposefully sampled learners participated in this study. The research instrument consists of fractions test whose questions were selected from various Annual National Assessment examination papers containing in addition, subtraction multiplication and division of fractional operations. The different types of errors displayed by learners were then identified, coded and categorized. The analysis showed that the main sources for errors were lack of understanding of the basic concepts, learners' prior knowledge, misconceptions and misapplication of rules. This study recommends that teachers should help their learners to develop fractions conceptual understanding. Learners need to be explicitly taught that errors are opportunities for learning, and that they are springboard of inquiry.

show abstract

“…Epistemological obstacle that appears to students in relation to fraction addition is students do not understand the concept of fractions which means they are part of the whole. Based on the results of the interview, students understand the concept of fractions is comparing the shaded parts with those that are not shaded, so that from the picture above the results of the fraction are obtained and , according to Nguyen et al (2017) that students still do not understand the nature of fractions and the equality of parts, it is because students consider the denominator and numerator in fractions as two separate integers (Şiap & Duru, 2004).…”

Section: Epistemological Obstaclementioning

confidence: 99%

The Analysis of Students’ Learning Obstacles on the Fraction Addition Material for Five Graders of Elementary Schools

Fauzi

Suryadi

2020

al.ibtida.snj

View full text Add to dashboard Cite

Various researchs have explained the students' difficulties in understanding fractions, so the researcher will analyze the student obstacle learning on fraction addition material. The approach used in this research is qualitative with the case study method. The subjects in this study were 5 th grade students of Geger Kalong Girang 1-2 elementary school, Bandung City with a total of 29 students. Collecting data in this study using tests, interviews, and documentation. Data analysis uses data reduction, data display, and conclusion drawing/verification. The results of this study found that students experience 1) ontogenic obstacle caused by the students inablity to understand the picture presented so that they are not able to determine the amount of fractions; 2) epistemological obstacle caused by the inability of students to understand fractions as part of the whole and apply the wrong concept in operating fractions; and 3) didactical obstacle caused by informal teaching methods and presentation of teaching materials that did not pay attention to student involvement. This research can facilitates students in understanding fraction addition material and provides an overview to the teacher in making teaching materials and learning design about fraction addition based on learning obstacle.

show abstract

Identifying the concept fraction of primary school students: The investigation in Vietnam

Cited by 14 publications

References 2 publications

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Concepts

The Analysis of Students’ Learning Obstacles on the Fraction Addition Material for Five Graders of Elementary Schools

Contact Info

Product

Resources

About