Common Errors in Fractions and the Thinking Strategies That Accompany Them

Autor/in	Alkhateeb, Mohammad Ahmad
Titel	Common Errors in Fractions and the Thinking Strategies That Accompany Them
Quelle	In: International Journal of Instruction, 12 (2019) 2, S.399-416 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Error Patterns; Grade 5; Mathematics Instruction; Foreign Countries; Fractions; Thinking Skills; Misconceptions; Numbers; Number Concepts; Persistence; Jordan + Suchen Sie Ihr Suchwort? Fehlertyp; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Ausland; Bruchrechnung; Denkfähigkeit; Missverständnis; Zahlenraum; Number concept; Zahlbegriff; Ausdauer
Abstract	This study aimed to reveal the common errors in fractions, the associated thinking strategies among 5th graders, and the persistence of these errors. A quantitative method was applied in this study through calculating the percentages of every type of error the students made in the diagnostic test, The qualitative part was performed through individual interviews and analyzing them to probe the thinking strategies used by the students that lie behind their common errors, The test was conducted for 240 students and 30 students were interviewed. The results showed a variety of common mistakes the students made, and that the rates of these mistakes were as follows: the highest was due to dealing with the fractions as integers, followed by errors about the basic concepts of the fractions. The results further showed a diversification in the students' thinking and the associated mistakes. One of the most noticeable mistakes was expressing the fraction without attention to the equal parts. The rates of other common errors were as follows: considering that the fractional number is always higher than the figure A/B, and that figure A/B is always less than one; treating the fractions as integers; misinterpretation of the relation between the numerator and the denominator with the actual value of the fraction, and ignoring the integer in the fractional number. The results also showed that more than 50% of the students made errors associated with solution strategies in the fractions issue. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01