Solving Mathematical Problems Involving Fraction: Understanding The Error Patterns Exhibited By Junior High School Students

Abstract

Research on instructional strategies that support student learning in mathematical problem-solving is needed as it is an important part of teaching mathematics. This study aims to analyze the Error Pattern Exhibited by Junior High School Students in Solving Mathematical Problems Involving Fraction in one of the biggest schools in the Division of Zamboanga City. This study was voluntarily participated by 333 Grade 7 students. The results revealed This study indicates that students bring with them conceptions and preconceptions to the present Mathematics classroom that was not corrected previously. The teacher’s pedagogical skills or competence also contribute to the errors committed by the students. The latter did not receive quality instruction, which could have prevented the errors and their patterns. Moreover, errors were also due to students’ lapses in concentration, hasty reasoning, and
lack of long-term learning. They appear to understand the concept of fractions at the end of the unit, but could not retain it. The students also had insufficient exposure to word problems. The aforementioned types of error exhibited by the different participants and respondents as analyzed from their scripts adhere to the findings of the studies of Wijaya (2014).