- Title
- Errors and misconceptions of grade 6 learners in common fractions: a case study of two primary schools in the Queenstown education district
- Creator
- Libazi, Babini Precious
- Subject
- Arithmetic -- Study and teaching (Elementary)
- Subject
- Mathematics -- Problems, exercises, etc
- Subject
- School children
- Date
- 2017
- Type
- Thesis
- Type
- Masters
- Type
- Education
- Identifier
- http://hdl.handle.net/10353/11652
- Identifier
- vital:39093
- Description
- The objective of this study was to investigate and explore the errors and misconceptions associated with the concept of fractions which are displayed by Grade 6 learners in two primary schools in the Queenstown Education District of the Eastern Cape Province. The research was done specifically to identify errors and misconceptions made by these learners in the addition and subtraction of common and mixed fractions. The study further tried to establish the causes of these errors and misconceptions. The research explored whether Cognitively Guided Instruction (CGI) can assist in the improvement or reduction of these errors and misconceptions. The study was conducted at Mlungisi and Xhalanga primary schools (pseudo – names) of the Queenstown Education District in the Eastern Cape Province. This was a mixed method research design, where 100 learners from two purposively identified primary schools were selected and subjected to a pre-test. From the 100 learners, 10 purposively selected learners were identified for interviews. The learners were also subjected to direct observations and documents (such as the Caps document, ANA examination papers, learners’ home and classwork books, November/December Grades 5 and 6 mark sheets and schedules, etc.) which were analysed and a post-test was administered. Two mathematics teachers teaching at the two primary schools were interviewed. Triangulation was used for data analysis. A Cognitively Guided Instruction was used to investigate whether the errors and misconceptions can be reduced or improved. The findings of the study were that learners do make errors when learning common fractions and that the types of errors were careless mistakes, conceptual errors, procedural errors and application errors which were identified and discussed in the study. The study further established that the Cognitively Guided Instruction approach recommended by the Curriculum and Assessment Policy Statement (CAPS) can be used to develop the learners’ conceptual understanding of common fractions. The CGI approach advocates the use of concrete materials for conceptual learning to take place. The findings of the study confirmed well documented research on the learners’ difficulties when dealing with fractions.
- Format
- 151 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | THE BINDING THESIS.pdf | 1 MB | Adobe Acrobat PDF | View Details |