The study was intended to find out the errors in fractional computation, which are frequent in 6th grade students.
The results are summarized as follows.
First, the types of errors in fractional computation were 10 including erroneous conversion of ...
The study was intended to find out the errors in fractional computation, which are frequent in 6th grade students.
The results are summarized as follows.
First, the types of errors in fractional computation were 10 including erroneous conversion of mixed numbers, erroneous conversion of Improper fraction, erroneous reduction of fraction to a common denominator, erroneous reduction of a fraction to its lowest terms, erroneous addition and subtraction, technical error, erroneous application of descriptive operators and combined errors.
Second, the causes of types of errors in fractional computation were probably attributable to inequality of fractions and lack of understanding various concepts of fractions, which might lead to insignificant use of fragmentary algorithm.
Third, it was found that when descriptive questions, not simple operation, were provided, the frequency of errors was increased, which suggests that the causes of error types were because the students had simply and repetitively learned algorithms without concepts of fractional operations understood. That may be also analyzed that they could not correctly select a solution operator in a given sentence through mathematical interpretation, causing fundamental errors. In addition, for the reason why it is not limited to calculating fractions, the basic ability of mathematics such as four basic operations with natural numbers as well as fractions and the concept of equality sign(=) was generally insufficient, causing such errors.