Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr Munira Amirali

Department

Institute for Educational Development, Karachi

Abstract

In the body of knowledge, fractions are significant in mathematics education research because they are challenging for teachers to teach and students to learn. Hence, teaching and learning fractions generally and fraction multiplication and division particularly is taught through the traditional teaching approach i.e. engaging students in solving fractions using formulas and following prescribed steps in the textbooks. However, students score well in exams as they follow the steps using formulas without knowing the reasons behind why the formula works. Therefore, learning fractions with conceptual understanding is rarely promoted in such a context.  
This study is an attempt focusing on teaching fraction multiplication and division for conceptual understanding to grade V students in a private school in Gilgit Baltistan. Nine lessons were taught to the students with interactive instructional activities focusing on pictorial and symbolic representations to develop a conceptual understanding of multiplication and division of fractions. Research participants include four students of grade V. The data were collected through pre- and post-clinical interviews, semi-structure pre interview with the mathematics teacher, reflections on the three action research cycles, and student work. 
The findings revealed that the students encounter challenges in understanding fractions concepts such as representing fractions which hindered their learning of fraction multiplication and division for conceptual understanding. In the first action research cycle students were engaged in exploring basic concepts of fractions which enabled them to learn fraction multiplication and division for conceptual understanding. Furthermore, the use of concrete and pictorial representation facilitated students in understanding the process of solving fraction multiplication and division, articulating the reasoning behind the formula, and solving real-life problems. Overall, the findings of this study after intervention showed students improved their concepts of multiplication and simple division of fractions when they were exposed to manipulatives such as area models and fraction strips.

First Page

1

Last Page

107

Download

Share

COinS