Student Errors in Fractions and Possible Causes of These Errors

Autor/inn/en	Aksoy, Nuri Can; Yazlik, Derya Ozlem
Titel	Student Errors in Fractions and Possible Causes of These Errors
Quelle	In: Journal of Education and Training Studies, 5 (2017) 11, S.219-233 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Fractions; Error Patterns; Grade 6; Grade 5; Qualitative Research; Misconceptions; Pretests Posttests; Mathematics Education; Number Systems; Addition; Subtraction; Problem Solving; Content Analysis; Case Studies; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Bruchrechnung; Fehlertyp; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Qualitative Forschung; Missverständnis; Mathematische Bildung; Number system; Zahlensystem; Subtraktion; Problemlösen; Inhaltsanalyse; Case study; Fallstudie; Case Study; Ausland; Türkei
Abstract	In this study, it was aimed to determine the errors and misunderstandings of 5th and 6th grade middle school students in fractions and operations with fractions. For this purpose, the case study model, which is a qualitative research design, was used in the research. In the study, maximum diversity sampling, which is a purposeful sampling method, was used. For this reason, this study was conducted in a state and a private secondary school on a voluntary basis with 105 5th graders and 84 6th graders, with a total of 189 secondary school students from different levels of achievement. In order to determine students' errors and misconceptions about fractions, two tests were prepared by researchers, ten open-ended questions for 5th graders and twelve open-ended questions for 6th graders. Before these tests were formed, the related field was scanned and the existing misunderstandings were determined. Content analysis method was used on the analyzing of the data. The answer papers of the students were coded and students' solving were examined in three categories as correct, wrong and blank. In addition to this the solving belongs to wrong category was examined in detail and mistakes of the students were coded and the reason of these mistakes were dwelled on. It is seen from the result of the study that students have misunderstanding and mistakes about fractions. It is seen that students are not using the modellings on the operations with fractions because of that most of the mistake and misunderstandings are about operations with fractions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01