The misconceptions and resulting errors displayed by Grade 8 learners when adding, subtraction, multiplication and division of proper fractions

• Published: 2015
• Subjects: Fractions - Study and teaching (Secondary) - South Africa
• Online Access: http://hdl.handle.net/10210/14115

M.Ed. (Mathematics in Education) === This study aimed at investigating grade 8 learners‘ misconceptions and resulting errors in the learning of fractions with a view to expose the nature and origin of those errors and to make suggestions for classroom teaching. This study employed the theory of constructivism and a qualitative method to investigate the research questions. Purposive sampling was used in this study to provide a data that helped to answer the research questions of the study. Learners who were selected purposefully were able to provide rich source of data about the research problem and question. Data collection instruments which were used in the research were in the form of interviews, learners‘ classwork, homework and a test. These instruments were used to collect data so that it will assist in answering the research questions. Data analysis revealed the following errors:  Applying knowledge of like and unlike denominators to division of fractions.  Changing the division sign to multiplication without flipping the second fraction.  Finding the reciprocal of the first fraction and cross multiplied.  Cross cancelling without finding the reciprocal of the second fraction  Finding reciprocal of the second fraction and changing the division sign to subtraction This research revealed that errors emanates from misconceptions. The main reason for misconceptions was the lack of understanding of fractions‘ basic concepts, and learners‘ prior knowledge.