Abstract
In this paper, analysis of the performance of candidates in Mathematics in Primary School Leaving Examination was conducted with the aim of highlighting difficulties encountered in solving fraction-related problems. The analysis has indicated that a considerable number of candidates could not perform correct operations related to fractions. They tended to confuse fraction concepts with whole number concepts. For instance, in questions involving addition of fractions, they were treating numerators and denominators as separate entities. Possible reasons for such difficulties in solving questions related to fractions include lack of understanding of appropriate procedures to apply in solving a problem, the complexity of the task, over-generalization of procedures even in situations which are inappropriate. It is recommended that a protocol analysis be conducted in order to gain a deep understanding of the thought process of candidates when attempting questions related to fractions so that teachers may use relevant teaching methods that would facilitate meaningful learning of fractions.
Highlights
Educators and researchers agree that most students encounter major problems in learning fractions (Buzek & Bieck, 1993; Newstead & Murray, 1998; Pitkethly & Hunting, 1996; Tzur, 1999)
Grade VII marks the end of Primary education and all pupils are subjected to Primary School Leaving Examination which is used for selection of those who qualify to go on with secondary education
Analysis of Primary School Leaving Examination questions related to fractions was conducted
Summary
Educators and researchers agree that most students encounter major problems in learning fractions (Buzek & Bieck, 1993; Newstead & Murray, 1998; Pitkethly & Hunting, 1996; Tzur, 1999). Grade VII marks the end of Primary education and all pupils are subjected to Primary School Leaving Examination which is used for selection of those who qualify to go on with secondary education. There are six major subject areas that are taught at Primary levels namely Languages (Kiswahili, English and French); Social Studies (History, Geography, and Civics); Science and Technology (Science and ICT); Life Skills (Vocational Studies and Personality and Sports); Ethics and Religious studies; and Mathematics (Tanzania Institute of Education, 2004).
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