Misconception in fraction for seventh-grade students

Fitri, Nur Lailatul; Prahmana, Rully Charitas Indra

doi:10.1088/1742-6596/1188/1/012031

Cited by 15 publications

(9 citation statements)

References 6 publications

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“…In line with that, Warsito et al (2019) state that with realistic mathematics learning principles, context becomes an integral part of embedding the concept of fractions. Understanding fractions is a fundamental mathematical skill, so students need to know where the fractions are in the number line (Mousley & Kelly, 2018;Fazio et al, 2016;Fitri & Prahmana, 2019). Seeing many researchers who apply realistic learning, the use of pipette contexts can make it easier for deaf-mute students to understand the concept of fractions on a number line.…”

Section: Introductionmentioning

confidence: 99%

Learning Fraction using the Context of Pipettes for Seventh-Grade Deaf-Mute Student

Jannah

Prahmana

2019

Journal for the Education of Gifted Young Scientists

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The deaf-mute students have limited communication and knowledge, which result in their limitations in learning mathematics. This study aims to determine the development of the deaf-mute student in learning mathematics, especially about a fraction. The research method used is the Single Subject Research (SSR) by implementing the Indonesia Realistic Mathematics Education (IRME) approach by using the context of pipettes. The research subject consisted of one deaf-mute-male student in seventh grade at the special education public school 2 in Bantul, Indonesia who got handling in the learning process using IRME approach. The research subject was purposively chosen based on the character of a research subject who have difficulty in understanding the topic of the fraction. The research subject received eight treatments, three meetings for the baseline phase and five meetings for the intervention phase, during approximately two months. This research instrument uses videos to see the learning process and when students work on the given problems, photos to refer the results of student work, and written test in worksheets to get the data on student's work. The data analysis technique used is analyzed in conditions and between conditions with A-B research design to describe the development of student who has special characteristic in the fraction learning process. The research results show that the implementation of IRME approach using the pipette context can improve the understanding of fraction concepts and the learning outcomes of the deaf-mute student.

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Section: Introductionmentioning

confidence: 99%

Learning Fraction using the Context of Pipettes for Seventh-Grade Deaf-Mute Student

Jannah

Prahmana

2019

Journal for the Education of Gifted Young Scientists

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“…However, fraction operation subjects still quite difficult in elementary school students, especially fraction division (Fitri & Prahmana, 2019;Purnomo et al, 2019;Widada et al, 2020;Yeo, 2019). They still assuming that if a number divided by another, it will be smaller than before (Ervin, 2017;Yeo, 2019).…”

Section: Introductionmentioning

confidence: 99%

Prospective Teachers Understanding Fraction Division Using Rectangle Representation

Ristiana

Juandi

Sulistiawati

2021

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Fraction division is one of the most difficult subjects in elementary school. Not only elementary students but many prospective teachers don’t understand the fraction division concept yet—most of them using a keep-change-flip algorithm to solve fraction division problems. A study using rectangle representation was conducted by us to prospective teachers. This study aims to see whether this rectangle representation will make prospective teachers understand or not. To do so, we made a mixed-method study with 80 prospective teachers as participants. The results show that 53,75% of prospective teachers use the keep-change-flip algorithm without understanding the concept of fraction division, and just 15% of prospective teachers understand fraction division. We assume that most prospective teachers still can’t imagine how fraction division works in a real-life context. They remember what they used to do to finish the fraction division problem that their teacher has introduced in primary school. Based on the results, we conclude that the study with rectangle representation still needs an improvement, whether the teacher’s explanation or the rectangle media.

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“…Previously, many researchers discussed the limitations of students in understanding fractions. Among others, Fitri & Prahmana [13] explored information and described students' mistakes in solving problems related to fractions, Ghani & Maat [14] described students' errors in adding fractions with different denominators, and Deringöl [15] investigated the teachers' knowledge and perspective regarding student misunderstandings on a fraction. However, no one has discussed the impact of using a single image in understanding the concept of fraction.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Using a Single Image in a Representation on a Misconception of Fraction Concept

Turidho¹,

Astuti²,

Islamirta³

et al. 2021

Advances in Social Science, Education and Humanities Research

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This research aims to describe the impact of using a single image in representation on understanding the concept of fractions. The subjects in this study were six students in grades 4-7. The data collection technique used in this research is interviews conducted on research subjects one by one. Students' limitations in understanding the concept of fractions are caused by using a single image in the representation so that students had difficulty dealing with two aspects of the image in the representation, namely the difference in size and shape. The results showed that in comparing two fractions originating from a circle of different sizes, students predominantly assume that the fraction from the largest slice of the circle is the fraction that has the greatest value. There are still students who cannot state a fraction of a part that has a different way of dividing from what they usually encounter. There are still students who are affected that two parts with different shapes have different areas even though the two parts come from a flat building with the same size.

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Misconception in fraction for seventh-grade students

Cited by 15 publications

References 6 publications

Learning Fraction using the Context of Pipettes for Seventh-Grade Deaf-Mute Student

Learning Fraction using the Context of Pipettes for Seventh-Grade Deaf-Mute Student

Prospective Teachers Understanding Fraction Division Using Rectangle Representation

The Impact of Using a Single Image in a Representation on a Misconception of Fraction Concept

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