Junior High School Students and their Mathematics Teachers’ Understanding of the Concept of Addition of Fractions in Two Selected Districts in the Central Region of Ghana

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.