Fifth Grade Students' Performance and Common Errors in Equivalent Fractions

Abstract

This study aimed to investigate the performance and common errors of fifth grade students in equivalent fractions. The study was conducted with 435 fifth grade students from two different middle schools in Salihli, which is a district of Manisa province, in the spring semester of the 2021 – 2022 academic year. In the study, survey design, one of the descriptive research models, was used. As a data collection tool, a test was developed by the researchers. Equivalent Fractions Knowledge Test, which consists of six open – ended questions, was administered to all fifth grade students at once. Students’ responses were analysed with descriptive statistical methods (frequency and percentage values). According to the results, the overall performance of students in the test was low. It was observed that the students showed the highest performance in a question which includes area model, and the lowest performance in a question given in context which includes set model. Additionally, the most common error was that students consider multiplying a fraction by 2 and expanding it by 2 as the same algorithm while they also think similarly dividing a fraction by 2 and simplifying it by 2 as the same algorithm.