Identifying Students’ Errors on Fractions

Herani Tri Lestiana(1*), Sri Rejeki(2), Fariz Setyawan(3)

(1) Universitas Pancasakti Tegal
(2) Universitas Muhammadiyah Surakarta
(3) Universitas Ahmad Dahlan
(*) Corresponding Author

Abstract

Many studies have revealed that fraction is a complicated mathematics topic for students. Students struggle to solve problems including comparison and addition of fractions correctly. However, some students often make some common mistakes in solving the mathematics problems. There are three types of errors in solving mathematics problems, which are factual error, procedural error, and computational error. This study was aimed at investigating various mistakes by students in problems related to fractions. A set of validated problems about comparing and adding fractions was assigned to third grade students of SD N Laboratorium Unesa Surabaya. The results indicated that some students were not aware on how to compare and add fractions. Most of these students employed incorrect strategies categorized as procedural and conceptual errors.

Keywords

errors, fraction, factual error, procedural error, computational error

Full Text:

PDF

References

Brown, Janice and Skow, Kim. (2016). Mathematics: Identifying and Addressing Student Errors. Retrieved from http://iris.peabody.vanderbilt.edu/case_studies/ics_matherr.pdf.

Charalambous, C. Y., & Pitta-Pantazi, D. (2007). “Drawing on a Theoretical Model to Study Students’ Understandings of Fractions”. Educational Studies in Mathematics, 64(3), 293-316.

Cramer, K. A., Post, T. R., & delMas, R. C. (2002). “Initial Fraction Learning by Fourth- and Fifth-Grade Students: A Comparison of the Effects of Using Commercial Curricula with the Effects of Using the Rational Number Project Curriculum”. Journal for Research in Mathematics Education, 111-144.

Cramer, K., Wyberg, T., & Leavitt, S. (2008). “The Role of Representations in Fraction Addition and Subtraction”. Mathematics Teaching in the Middle School, 13(8), 490-496.

Hasemann, K. (1981). “On Difficulties with Fractions”. Educational studies in mathematics, 12(1), 71-87.

Howard, A. C. (1991). “Addition of Fractions—The Unrecognized Problem”. The Mathematics Teacher, 84(9), 710-713.

Idris, Noraini and Narayanan, Latha Maheswari. (2011). “Error Patterns in Addition and Subtraction of Fractions among Form Two Students”. Journal of Mathematics Education, 4(2), 35-54.

Lamon, S. J. (2001). “Presenting and Representing: From Fractions to Rational Numbers”. The Roles of Representation in School Mathematics, 41-52.

McNamara, Julie and Shaughnessy, Meghan M. (2011). Student errors: What can they tell us about what students DO understand?. Mathsolutions.com.

Morales, Zoe A. (2014). Analysis of Students’ Misconceptions and Error Patterns in Mathematics: The Case of Fractions. Education Commons. Retrieved from http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1350&context=sferc.

Streefland, L. (Eds). (1991). Fractions in Realistic Mathematics Education: A Paradigm of Developmental Research, 8. Springer.

van Galen, F., Figueiredo, N., Gravemeijer, K., van Herpen, E. J. T. T., & Keijzer, R. (2008). Fractions, Percentages, Decimals and Proportions: A Learning-teaching Trajectory for Grade 4, 5 and 6. Rotterdam: Sense Publishers.

Young-Loveridge, J., Taylor, M., Hàwera, N., & Sharma, S. (2007). “Year 7–8 Students’ Solution Strategies for a Task Involving Addition of Unlike Fractions”. Findings from the New Zealand Numeracy Development Projects 2006, 67-86.

DOI: 10.23917/jramathedu.v1i2.3396

Article Metrics

Abstract view(s): 2271 time(s)
PDF: 1622 time(s)

Refbacks

  • There are currently no refbacks.