Underprepared College Students’ Understanding of and Misconceptions with Fractions

Lee, Hea-Jin; Boyadzhiev, Irina

doi:10.29333/iejme/7835

Cited by 15 publications

(8 citation statements)

References 19 publications

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“…Equivalence of fractions and decimals is the last foundational concept when developing understanding of rational number ideas (Lee & Boyadzhiev, 2020). Lamon (2012) defines equal in part-whole fractions as the same in number, length, and area.…”

Section: Equivalencementioning

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

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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.

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Section: Equivalencementioning

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

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“…En la Educación Matemática se han generado y aplicado propuestas de enseñanza para ayudar en el aprendizaje o comprensión del concepto de fracción (Ríos, 2007;Pescador, 2009;Fuentes, 2010;Meza y Barrios, 2010;Thang, Chau y Nhung, 2018;lee & Boyadzhiev, 2020) algunas de ellas, han reportado los resultados obtenidos de su aplicación mientras que otras, solo han realizado el diseño de dichas propuestas didácticas.…”

Section: Propuestas Didácticas Para La Enseñanza Y Aprendizaje Del Concepto Fracciónunclassified

Enseñanza y aprendizaje del concepto fracción en la educación primaria: estado del arte

Arenas-Peñaloza

Rodríguez-Vásquez

2021

Cult. Edu. Soc.

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El concepto de fracción ha motivado la realización de diversos estudios en el campo de Educación Matemática, siendo un tema prioritario de investigación, cuyos resultados han contribuido en diversas modificaciones curriculares. En este artículo se presenta una revisión bibliográfica sobre la enseñanza y aprendizaje del concepto fracción en diferentes contextos dentro de la investigación en Educación Matemática. El estudio fue descriptivo y constó de 3 fases: búsqueda, organización y análisis de la información. Se evidenció que la comprensión del concepto de fracción debe ser fortalecido desde edades tempranas ya que su apropiación puede tener implicaciones en el desempeño tanto personal como profesional de un individuo. Se concluye que el tema de fracciones debe ser ampliamente estudiado, debido a que la literatura, evidencia vacíos en su enseñanza y en los mecanismos que aseguran el aprendizaje, así como debilidades en la comprensión, que tanto docentes como estudiantes manifiestan del concepto.

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“…Cannot identify all prime factors 3. Find the prime numbers between 20 and 42 20 (1,2,10,20); 42 (1,2,21,42) Cannot distinguish between factors and prime factors 3. Find the prime numbers between 20 and 42 20 (2, 10,…”

Section: Misconception Types Students Answer Samplementioning

confidence: 99%

“…To simplify the fraction, students need to acquire the concept of the biggest common factor. To equalize the denominator in the fraction operation, students are required to master the concept of the lowest common multiple [1][2][3][4].…”

Section: Introductionmentioning

confidence: 99%

Fourth-Grade Primary School Students’ Misconception on Greatest Common Factor and Least Common Multiple

Sutarto

Hastuti

Listiawan

et al. 2021

Education Research International

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This study is aimed at determining students’ misconceptions on the teaching material of the greatest common factor and least common multiple. The sample of this study consisted of 124 fourth-grade elementary school students in the academic year of 2019–2020 in areas of Mataram, West Lombok, North Lombok, and East Lombok at West Nusa Tenggara Province. The instrument of this study is a test covering five questions in the form of open questions. The data are analyzed based on the students’ explanations while they answer the test. The students’ wrong answers are grouped into categories. The interview activities are carried out for students who have a misconception. Then, researchers create a table of frequencies/presentations relating to each type of students’ misconception. The results show that students experience misconceptions due to factors, including having a weak multiplication concept, having a weak prime number concept, determining the least common multiple of two numbers by multiplying the two numbers, and inability to distinguish between multiples and factors of a number. In light of the findings, a number of conclusions are obtained and several implications are put forward.

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Underprepared College Students’ Understanding of and Misconceptions with Fractions

Cited by 15 publications

References 19 publications

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

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

Enseñanza y aprendizaje del concepto fracción en la educación primaria: estado del arte

Fourth-Grade Primary School Students’ Misconception on Greatest Common Factor and Least Common Multiple

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