Mistakes Made by Students While Posing Problems for Equations Containing Algebraic Fractional Expressions

Abstract

Conceptual and procedural knowledge has historically been one of the most discussed subjects in mathematics. In this study, errors in equations including algebraic fractional expressions were examined to determine where ninth-grade students in their comprehension of these expressions. The study employed a holistic multiple-case strategy, and the gathered data were evaluated using content analysis. The results indicate that students made the most mistakes with the definitions of quotient and fraction-whole. Certain sorts of errors in the job are applicable to all fraction interpretations, while others appear to be fraction-specific. Depending on the type of fraction, the mistake circumstances varies.

Examination of pre-service teachers' perceptions of the concept of fraction using the word association test

“…Similarly, Marmur et al (2020) in their study with pre-service teachers found that the meaning they have the most is the part-whole meaning of the fraction, similar to this study. In the study carried out by Taştepe and Yanık (2021) it is seen that one of the meanings most used by 9th grade students when writing equations for algebraic fractional expressions is the part-whole meaning. Starting from pre-school, teaching focused on the part-whole meaning of fractions rather than other meanings may cause limited learning in students (Behr, Harel, Post, & Lesh, 1992;Haser & Ubuz, 2002;Okur & Cakmak, 2016;Toluk-Uçar, 2009).…”