INVESTIGATING LEARNERS’ CONCEPTUAL AND PROCEDURAL UNDERSTANDING OF FRACTIONS IN GRADE 6 MATHEMATICS CURRICULUM

Abstract

The study investigated Grade 6 learners’ conceptual and procedural understanding of fractions in primary school Mathematics. The objective of the study was to investigate the challenges experienced by primary school learners in dealing with fractions. The study was guided by quantitative methodology, framed from the positivist paradigm using an explorative case study design. One primary school was randomly selected in the Manzini region of Eswatini. The randomisation process came up with a peri-urban school which was
single streamed with 48 learners. A written diagnostic test was administered to generate data where the findings were presented using descriptive analysis techniques. The data was analysed using the concept evaluation scheme that classified learners’ responses. Findings revealed that a few learners had limited mathematical understanding of concepts related to fractions, where learners carried out mathematical procedures without conceptual understanding. Learners were found to be committing errors due to computational weaknesses and incomplete mastery of the number system. Findings further reveal that
learners were committing conceptual and procedural errors which posed specific misconceptions and even limited understanding in application of operations. In problem solving which is a higher application of fractions, learners showed no conceptual and procedural understanding of fractions. The study recommends that teachers develop practices and lessons that begin by exposing learners’ perspectives about fractions and
consistently exploring fractions such as one-half, one-fourth and one-tenth. Teachers should increase conceptual development of fraction units, fraction relationships and fraction operations. Finally, teachers should assist learners to make real-life connections with fractions so that the learners can conceptualize fractional word problems.