Exploration of Student Learning Obstacles in Solving Fraction Problems in Elementary School

Autor/inn/en	Hariyani, Mimi; Herman, Tatang; Suryadi, Didi; Prabawanto, Sufyani
Titel	Exploration of Student Learning Obstacles in Solving Fraction Problems in Elementary School
Quelle	In: International Journal of Educational Methodology, 8 (2022) 3, S.505-515 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hariyani, Mimi) ORCID (Herman, Tatang) ORCID (Suryadi, Didi) ORCID (Prabawanto, Sufyani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Barriers; Fractions; Problem Solving; Mathematics Instruction; Elementary School Mathematics; Elementary School Students; Knowledge Level; Foreign Countries; Mathematical Concepts; Grade 5; Arithmetic; Mathematics Skills; Grade 3; Indonesia + Suchen Sie Ihr Suchwort? Bruchrechnung; Problemlösen; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Wissensbasis; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; Indonesien
Abstract	This research aims to explore students' learning obstacles in solving fraction problems in elementary school. This qualitative research used a case study method. The research subjects involved 30 third-grade elementary school students from two different schools in Bandung City, Indonesia. The instruments utilized were test and non-test. The test technique was done by giving fractional material questions, while the non-test technique was in the form of interviews. The data collected were then analyzed employing the three stages of the Miles and Huberman model, including data reduction, data presentation, and drawing conclusions. The study findings revealed that students experienced epistemological obstacles, where students experienced limited knowledge, ranging from the basic concepts of fractions, fractional arithmetic operations, and fraction problem-solving. Based on these findings, teachers can construct learning designs with appropriate didactic situations as a follow-up to minimize the occurrence of similar learning obstacles in future fractional learning materials. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01