Learners’ conception of a fraction: misconception and their possible mitigation measures

Author

Madhakasi, Annacoleta

Title

Learners’ conception of a fraction: misconception and their possible mitigation measures

Abstract

Understanding fractions is essential for mathematical proficiency, yet many students face significant challenges in this area. This study investigates learners' reasoning and misconceptions surrounding fractions at Jenya High School in the Chivi District, Zimbabwe. Utilizing a mixed-methods approach, data were gathered through classroom observations, written assignments, and semi-structured interviews involving 30 students aged 14 to 17. Findings indicate a high level of student engagement when utilizing visual aids and collaborative learning strategies; however, persistent misconceptions were identified, such as the belief that a higher numerator always indicates a larger fraction and the conflation of fractions with whole numbers. The role of the teacher as a facilitator emerged as critical in addressing these misunderstandings through inquiry-based learning and real-world applications. Furthermore, collaboration among peers significantly enhanced comprehension, allowing students to articulate their thoughts and rectify misconceptions collectively. The study underscores the need for tailored instructional strategies that address foundational understandings of fractions, emphasizing the importance of ongoing formative assessments and contextual learning. These insights contribute to the broader discourse on mathematics education in Zimbabwe, aiming to improve instructional practices and enhance learners’ mathematical literacy in fractio

Date

January 2024

Publisher

BUSE

Keywords

Conception

Mitigation measures.

Fraction

Misconception

Supervisor

Dr. Z. Ndemo