Exploring the difficulties faced by intermediate phase learners in solving fractions problems
| dc.contributor.advisor | Mosimege, M. D. | en_ZA |
| dc.contributor.author | Mochoari, Reitumetse K. C. | en_ZA |
| dc.date.accessioned | 2025-01-08T13:31:44Z | |
| dc.date.available | 2025-01-08T13:31:44Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Dissertation (M.Ed.(Education in Mathematics))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | The teaching and learning of fractions has been and is still one of the most problematic topics in the Intermediate Phase. This study investigated and analysed the difficulties faced by learners in solving fractions problems. The study also focused on how learners use mathematical language and terminology when they solve fraction problems, observing whether learners’ code switched in their solutions of fractions problems. Lastly, the study explored mathematical concepts in the topic of fractions that the learners found difficult to understand. The constructivist theory of knowledge was used for this study, as this study tries to understand how learners construct knowledge and understand the concept of fractions in the classrooms. The qualitative method approach was utilised in the study. Data was collected through observation, interviews and a written test on fractions. Purposive sampling was used to select the participants in line with the focus of the study on problem solving in Fractions by learners. The sample consisted of Grade 5 learners in a school based in the Motheo District in the Free State Province. From the school, two classes were used for the purpose of observation and gathering data. Ten learners were selected to be interviewed to find out how they engaged in the solution of the fraction problems in the test. The study followed an interpretivist research paradigm, which focused on trying to understand the viewpoint of the participants being observed. Thematic analysis was used to analyse the data. The study found that the educator and learners used code-switching as a resource to ensure better understanding of fraction concepts. Though concepts were explained in learners’ home language data shows learners still had difficulties in conceptualizing and applying fraction operations. Learners confused fraction concepts with whole number concepts. They lacked numeracy skills needed to deal with fractional operations. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12946 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.title | Exploring the difficulties faced by intermediate phase learners in solving fractions problems | en_ZA |
| dc.type | Dissertation |