Obstacles Faced by Students in Making Sense of Fractions

• Published in: The European Journal of Social & Behavioural Sciences 2021-01, Vol.30 (1), p.34-51
• Main Authors: Singh, Parmjit, Hoon, Teoh Sian, Nasir, Nurul Akmal Md, Han, Cheong Tau, Rasid, Syazwani Mr, Hoong, Joseph Boon Zik
• Format: Article
• Language: English
• Subjects: Classrooms; Education reform; Knowledge; Learning; Mathematics; Students
• ISSN: 2301-2218; 2301-2218
• DOI: 10.15405/ejsbs.287

The learning of fractional concepts is one of primary school students’ first experiences with a mathematics concept beyond the fundamental four basic operators. However, research has shown that students faced great difficulty in learning fractions which, to a large extent, inhibits their intuitive knowledge of it. The learning of fractions is foundational to the understanding of many more advanced areas of mathematics and science. Examining why they face problems making sense of fractions and what can be done about it is the main aim of this study. Utilizing a mixed method approach, a total of 173 students aged 13-14 were administered a paper and pencil test and then twelve students were selected for the interviews in probing their thought process in assessing their intuitive knowledge on fraction learning. The outcome of the paper and pencil test depicts a lack of intuitive knowledge in making sense of fractions with a low-level attainment of 38.67%. The findings from the interviews showed a growing concern of an overreliance on calculators, algorithm and procedures that inadvertently undermines the learner’s intuitive knowledge of learning fractions. We are of the view that the preconceived notion of 'practice makes perfect’ practices in current classrooms inhibits students’ development of intuitive knowledge in making sense of fractions learning.