Use of Angle Model to Understand Addition and Subtraction of Fractions

Abstract

Learners in lower primary and even some in upper primary grades grapple to perform mathematical operations which involve fractions. Failure to solve these mathematical operations creates a gap in the teaching and learning processes of mathematics. We opine that this is attributed to use of traditional mathematical approaches of teaching and learning (TMATL) of operations of fraction. With the hope of engaging the reformed mathematical approach of teaching and learning (RMATL) this study investigated the following: How can trainee teachers use the angle model in RMATL operations of fractions? What are the perceptions of trainee teachers in the use of the angle model which engages RMATL to teach the operations of fractions? With the goal to fill the mentioned gap in which learners struggle to perform operations involving fractions, we observed and analysed worksheets on operation with fractions students wrote. Observations and interviews with trainee teachers of lower primary revealed poor performance in problems related to operations with fractions. Observed patterns supported by cognitivism revealed that invented methods or strategies on which RMATL is anchored are suitable enough to engage learner-centred teaching and learning which can prevent the abstractness of the concept of operations with fractions.

Students' Hypothetical Learning Trajectory (HLT) in Learning Fraction Division Calculation Operations

“…DINAMIKA Jurnal Ilmiah Pendidikan Dasar, 2023, 15 (1) ISSN:2655-870X (online) Research Paper https://doi.org/10.30595/Dinamika/v12i2.5046 carelessness in understanding the language of the problem, lack of understanding of the prerequisite material, and errors in the computation or calculation process [11], [12], [8], [2]. Student errors related to story problems, incorrect generalization of learned rules for fractions, considering numerators and denominators as whole numbers, not learning the division operation of fractions conceptually, and associating division with addition, subtraction, and multiplication operations [13].…”

A Study of ICT-Based Learning in Elementary School Mathematics Learning Concepts During the COVID-19 Pandemic

“…Elementary school students have a less real understanding of mathematical concepts. Because explanations in mathematical concepts require a good approach and are carried out face-to-face or meet with mathematical objects directly [3]. So that during the pandemic, several technological innovations that were not previously used became used with good utilization.…”