In this paper, analysis of the performance
of candidates in Mathematics in Primary School Leaving Examination was
conducted with the aim of highlighting difficulties encountered in solving
fraction-related problems. The
analysis has indicated that a considerable number of candidates could not
perform correct operations related to fractions. They tended to confuse
fraction concepts with whole number concepts. For instance, in questions
involving addition of fractions, they were treating numerators and denominators
as separate entities. Possible reasons for such difficulties in solving
questions related to fractions include lack of understanding of appropriate
procedures to apply in solving a problem, the complexity of the task,
over-generalization of procedures even in situations which are inappropriate.
It is recommended that a protocol analysis be conducted in order to gain a deep
understanding of the thought process of candidates when attempting questions
related to fractions so that teachers may use relevant teaching methods that
would facilitate meaningful learning of fractions.
Cite this paper
Ndalichako, J. (2013). Analysis of Pupils’ Difficulties in Solving Questions Related to Fractions: The Case of Primary School Leaving Examination in Tanzania. Creative Education, 4,
69-73. doi: 10.4236/ce.2013.49B014
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