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

Yeyisani Evans Makhubele

doi:10.29333/iejme/11004

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.

Highlights

Fractions are notoriously difficult for students to understand and continue to pose a critical challenge for learners in South Africa (Baidoo, 2019)
This paper presents an analysis of grade 8 fractions errors displayed by learners due to deficient mastery of prerequisite concepts
These conceptual errors are produced when learners have incorrect knowledge of the underlying structure of mathematics, that is, they lack understanding of the relationships and interconnections of ideas that explain and give meaning to fractions procedures. It became evident in learners’ errors that they lack conceptual understanding which results in lack of procedural skills such as the steps involved in solving fractional equations and the rules governing those steps

Summary

Introduction

Fractions are notoriously difficult for students to understand and continue to pose a critical challenge for learners in South Africa (Baidoo, 2019). This paper presents an analysis of grade 8 fractions errors displayed by learners due to deficient mastery of prerequisite concepts. One of the topic areas that learners display numerous errors in in Mathematics is fractions (Lemonidis & Pilianidis, 2020; Reinholda et al, 2020). Research indicates that learners have difficulties with operations involving the addition, subtraction, division and multiplication fractions (Baidoo, 2019; Ubah & Bansilal, 2018). Learners are displaying errors due to their deficient conceptual understanding of fractions. According to Wiest and Amankonah (2019), conceptual understanding involves seeing the connections between concepts and procedures, and being able to apply mathematical principles in a variety of contexts

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Discussion

Conclusion