Event Title
Analysis of Students’ Misconceptions and Error Patterns in Mathematics: The Case of Fractions
Faculty Mentor/Sponsor
Dr. Maria L. Fernandez
Document Type
Event
Manuscript Type
report
Keywords
procedural and conceptual knowledge, qualitative research, fraction equivalence, fraction addition, fraction subtraction, fifth grade students
Description
This study analyzed three fifth grade students’ misconceptions and error patterns when working with equivalence, addition and subtraction of fractions. The findings revealed that students used both conceptual and procedural knowledge to solve the problems. They used pictures, gave examples, and made connections to other mathematical concepts and to daily life topics. Error patterns found include using addition and subtraction of numerators and denominators, and finding the greatest common factor.
Identifier
FIDC005679
Analysis of Students’ Misconceptions and Error Patterns in Mathematics: The Case of Fractions
This study analyzed three fifth grade students’ misconceptions and error patterns when working with equivalence, addition and subtraction of fractions. The findings revealed that students used both conceptual and procedural knowledge to solve the problems. They used pictures, gave examples, and made connections to other mathematical concepts and to daily life topics. Error patterns found include using addition and subtraction of numerators and denominators, and finding the greatest common factor.