Strategies and errors of children in solving fraction problems

• Main Author: Yuen, Chen Lai.
• Other Authors: Fong, Ho Kheong
• Format: Theses and Dissertations
• Language: English
• Published: 2009
• Subjects: DRNTU::Social sciences::Education::Learning
• Online Access: http://hdl.handle.net/10356/20406
• Institution: Nanyang Technological University

Fractions has always been a complex and difficult topic for pupils to leam and teachers to teach. Fractions permeate our everyday living, and their importance is secondary to that of whole nimibers. Hence, learning Fractions is necessary and is unlikely to be excluded from the primary mathematics curriculum. In the primary mathematics curriculum in Singapore, fractions is systematically introduced to pupils from Primary One to Primary Six. However, the difficulty in understanding the fraction concepts and hence in problem-solving continue to secondary level, when pupils are expected to have mastered the basic concepts needed to solve more difficult problems and apply them to algebraic fractions.