Students’ Learning Obstacles on Fractions in Elementary School
- DOI
- 10.2991/978-2-38476-020-6_16How to use a DOI?
- Keywords
- fractions; learning obstacles; learning trajectory
- Abstract
Fraction is one of the crucial concepts in mathematics learning. However, fractions learning does not fully involve various representations, which possibly results in learning obstacles. The purpose of this study is to identify and analyze students’ learning obstacles in addition and subtraction operations of fractions in grade 5 elementary school. This study used a qualitative method. The participants of this study were 22 elementary school students with different characteristics. Data was collected using tests, interviews, observation, and document study techniques. The data were analyzed qualitatively to determine the types of learning obstacles experienced by students. The results of the research obtained are a description of learning obstacles with the ontological, epistemological, and didactical types of students on fractions. These results can be used as a basis for compiling a hypothetical learning trajectory.
- Copyright
- © 2023 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Een Unaenah AU - Didi Suryadi AU - Turmudi PY - 2023 DA - 2023/03/22 TI - Students’ Learning Obstacles on Fractions in Elementary School BT - Proceedings of the International Conference on Education 2022 (ICE 2022) PB - Atlantis Press SP - 148 EP - 157 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-020-6_16 DO - 10.2991/978-2-38476-020-6_16 ID - Unaenah2023 ER -