Relationship between learners’ proficiency in common and algebraic fractions : a case of grade 10 learners at a Limpopo high school

Abstract

In Mathematics, the topic of fractions is one of the most difficult topics for both teachers and learners. The primary focus of the study was to examine how pedagogical strategies could be used in the teaching of common fractions on the learner’s performance achievement on algebraic fractions. The study used a mixed method action research approach. The data were collected using pre- and post- test instruments, which were complemented by semi-structured interviews. A class of 26 Grade 10 Mathematics learners was purposively chosen including five Mathematics teachers. The results of the study revealed that proficiency in common fractions improves proficiency in algebraic fractions. The study also revealed that learners preferred to use the easiest common denominator (ECD) in addition and subtraction of fractions instead of using the lowest common denominator (LCD). Besides, the current study showed that the use of a calculator was a barrier in learning fractions since learners were reluctant to learn and internalise the concepts of common fractions from the basics. Therefore, the study recommended that the use of a calculator must be discouraged at lower levels until learners have mastered the basics of solving fractions. The study also recommends the teaching of fractions using models in a hierarchical order, starting with the definition until the most difficult concepts.