Abstract
Understanding fractions is a critical mathematical skill necessary for more advanced mathematical concepts and applications. However, many students struggle with fraction sense, which is the foundational understanding and flexible use of fractions. This study aims to explore the relationship between students' attitudes toward learning fractions and their proficiency in fraction sense in lower secondary grades. Using a descriptive-correlational design, data were collected from 296 students aged 13 to 15 using the Fraction Sense Test (FST) and the Attitudes Towards Learning Fractions Questionnaire (ATLF). The study found that students consistently struggled with fractional concepts, achieving low scores across all grades. Nevertheless, a significant, though diminishing, relationship was observed between positive attitudes towards fractions and fraction sense proficiency from Secondary One to Secondary Three. These findings suggest the need to integrate meaningful fraction learning approaches to maintain students' positive attitudes, thereby improving their overall mathematical competence.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Indonesian Journal of Science and Mathematics Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
