Making Conceptual Knowledge Connections to Clear Misconceptions in Fractions in Primary Classrooms

Abstract

This study aimed at investigating the effect of making conceptual knowledge connections through multiple representations in clearing misconceptions in the study of fractions. The study used a quasi-experimental research design with a pre-test-intervention-post-test format where in 40 students of Grade 4 of a primary school in New Delhi were randomly selected. The students in the control group were taught fractions using the conventional approach where as the experimental group was exposed to an instructional program that utilized a problem solving approach. The emphasis during the intervention program was on making connections among various mathematical representations to develop fraction number sense and operation sense among children. The treatment group was immersed in fraction instructions for six weeks and problem contexts were used each and every day to clear misconceptions. The effect of making conceptual knowledge connections in fractions and the performance of the students in solving fraction problems were assessed with a pre-test and post-test. For better understanding of the thinking processes and working patterns of the children while dealing with fractions, the classes were regularly observed by the researcher and interviews with 5 students each in the control and experimental groups were conducted by her. The findings of the study indicated that the students who received the treatment had significantly higher scores, used manipulatives more meaningfully when posed with fraction problems and had lesser misconceptions suggesting deeper conceptual understanding of fractions.