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

Autor/in	Makhubele , Yeyisani Evans
Titel	The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Concepts
Quelle	In: International Electronic Journal of Mathematics Education, 16 (2021) 3, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Makhubele , Yeyisani Evans)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Foreign Countries; Middle School Students; Secondary School Mathematics; Algebra; Fractions; Error Patterns; Mathematics Skills; Mastery Learning; Prerequisites; Mathematical Concepts; Mathematics Tests; Knowledge Level; Prior Learning; Misconceptions; Addition; Subtraction; Multiplication; Division; Computation; South Africa + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bruchrechnung; Fehlertyp; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Voraussetzung; Wissensbasis; Vorkenntnisse; Missverständnis; Subtraktion; Multiplikation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01