Abstract:
The study investigated students and their mathematics teachers’ understanding
of addition of fractions in three school contexts. The study was in three aspects:
first is the understanding of addition of fractions; second is the characteristics
of sentences in classroom interaction during the teaching and learning of
addition of fractions; third is the understanding of the RPK in the teaching and
learning of addition of fractions. A total of 616 students and their 17
mathematics teachers were sampled. The concurrent mixed method design was
employed for the study. In exploring understanding of RPK and understanding
of addition of fractions, categorisations (high, average, low, and NU, PU_S,
PU_A, FU, respectively) of diverse levels of understanding were employed and
frequency tables generated. Quantitative and qualitative approaches were used
to analyse the tasks. MANOVA showed significant variations in students’ level
of understanding of the RPK as well as addition of fractions. Students
demonstrated low understanding of the RPK and the concept of addition of
fractions. Classroom interaction in high achieving schools were observed to be
richer than interaction in the other school contexts. It was recommended that
preservice and in-service providers should put strategies in place to help
students and their mathematics teachers in low achieving schools improve on
their understanding of the RPK and addition of fractions. Findings in relation to
the characteristics of sentences in classroom interaction in high achieving
schools should be used to improve interaction in other school contexts.
