Common Mistakes in the Four Arithmetic Operations in Fractions and Decimal Fraction Among the Fifth and Sixth –Fractions and Decimal Fraction Among the Fifth and Sixth –Grade Students in the Governmental Schools in Nablus District
Date
2003
Authors
Mahasin Al- Sa'eed
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Abstract
This study aimed at identifying the mistake patterns which are common among the fifth and sixth- grade students in the four arithmetic operations in fractions and decimal fractions. This study also aimed at identifying whether there is a function that represent the degree of the publicity of these mistakes due to the students, gender or grade. More specifically, the study aimed at answering the following questions:
1. what is the percentage of the mistake that are common among the male and female students as they are performing the different operations which are related to the basic concepts and facts in fractions and decimal fractions?
2. is there a difference in the mistake percentage or type due to gender?
3. is there a difference in the degree of the publicity of mistake due to the students' grade? To answer these questions, on achievement test was constructed. This test consists of two sections: one about fractions and the other about decimal fractions. The first section consisted of (16) items and the other consisted of (14) sections. The test's validity and reliability were ensured. The sample of the study consisted of (321) students: (190) males and (131) females distributed on (8) sections: four male sections and four female sections. After conducting the test, the mistakes were analyzed and classified, (15) mistakes were identified as addition mistakes (13) mistakes as subtraction mistakes in fractions, (8) mistakes as multiplication mistakes in fractions, (12) mistakes as division mistakes in fractions, (6) mistakes as multiplication mistakes in decimal fractions, and (8) mistakes as division mistakes in decimal fractions. The percentage of the mistakes in asthmatic operations in fractions was (71.75%) and (66.4%) in arithmetic operations in decimal fractions.
To analyze data, the researcher used (X2). The study showed that there was approximately no difference in the mistakes committed by the fifth grade and the sixth grade on fractions, but that the mistakes committed by the fifth grade were much more common. The researcher of this study recommended to make further studies on the mistakes continue to commit while working on fractions ever when they reach the secondary level and to train moths teachers to look for the reason behind such mistakes, and wary to overcome them. She ells advised the moths teachers to smithy the concept of fractions to make it easier for them to whole on these fractions. Moreover that the people in charge in the ministry of education must take in consideration to lessen the number of students in the classroom, so that it becomes easier for tridents to understand the concept that the teacher presents, and for the teacher to follow 4p his/ her students in and outside the classroom.
This study aimed at identifying the mistake patterns which are common among the fifth and sixth- grade students in the four arithmetic operations in fractions and decimal fractions. This study also aimed at identifying whether there is a function that represent the degree of the publicity of these mistakes due to the students, gender or grade. More specifically, the study aimed at answering the following questions: 1. what is the percentage of the mistake that are common among the male and female students as they are performing the different operations which are related to the basic concepts and facts in fractions and decimal fractions? 2. is there a difference in the mistake percentage or type due to gender? 3. is there a difference in the degree of the publicity of mistake due to the students' grade? To answer these questions, on achievement test was constructed. This test consists of two sections: one about fractions and the other about decimal fractions. The first section consisted of (16) items and the other consisted of (14) sections. The test's validity and reliability were ensured. The sample of the study consisted of (321) students: (190) males and (131) females distributed on (8) sections: four male sections and four female sections. After conducting the test, the mistakes were analyzed and classified, (15) mistakes were identified as addition mistakes (13) mistakes as subtraction mistakes in fractions, (8) mistakes as multiplication mistakes in fractions, (12) mistakes as division mistakes in fractions, (6) mistakes as multiplication mistakes in decimal fractions, and (8) mistakes as division mistakes in decimal fractions. The percentage of the mistakes in asthmatic operations in fractions was (71.75%) and (66.4%) in arithmetic operations in decimal fractions. To analyze data, the researcher used (X2). The study showed that there was approximately no difference in the mistakes committed by the fifth grade and the sixth grade on fractions, but that the mistakes committed by the fifth grade were much more common. The researcher of this study recommended to make further studies on the mistakes continue to commit while working on fractions ever when they reach the secondary level and to train moths teachers to look for the reason behind such mistakes, and wary to overcome them. She ells advised the moths teachers to smithy the concept of fractions to make it easier for them to whole on these fractions. Moreover that the people in charge in the ministry of education must take in consideration to lessen the number of students in the classroom, so that it becomes easier for tridents to understand the concept that the teacher presents, and for the teacher to follow 4p his/ her students in and outside the classroom.
This study aimed at identifying the mistake patterns which are common among the fifth and sixth- grade students in the four arithmetic operations in fractions and decimal fractions. This study also aimed at identifying whether there is a function that represent the degree of the publicity of these mistakes due to the students, gender or grade. More specifically, the study aimed at answering the following questions: 1. what is the percentage of the mistake that are common among the male and female students as they are performing the different operations which are related to the basic concepts and facts in fractions and decimal fractions? 2. is there a difference in the mistake percentage or type due to gender? 3. is there a difference in the degree of the publicity of mistake due to the students' grade? To answer these questions, on achievement test was constructed. This test consists of two sections: one about fractions and the other about decimal fractions. The first section consisted of (16) items and the other consisted of (14) sections. The test's validity and reliability were ensured. The sample of the study consisted of (321) students: (190) males and (131) females distributed on (8) sections: four male sections and four female sections. After conducting the test, the mistakes were analyzed and classified, (15) mistakes were identified as addition mistakes (13) mistakes as subtraction mistakes in fractions, (8) mistakes as multiplication mistakes in fractions, (12) mistakes as division mistakes in fractions, (6) mistakes as multiplication mistakes in decimal fractions, and (8) mistakes as division mistakes in decimal fractions. The percentage of the mistakes in asthmatic operations in fractions was (71.75%) and (66.4%) in arithmetic operations in decimal fractions. To analyze data, the researcher used (X2). The study showed that there was approximately no difference in the mistakes committed by the fifth grade and the sixth grade on fractions, but that the mistakes committed by the fifth grade were much more common. The researcher of this study recommended to make further studies on the mistakes continue to commit while working on fractions ever when they reach the secondary level and to train moths teachers to look for the reason behind such mistakes, and wary to overcome them. She ells advised the moths teachers to smithy the concept of fractions to make it easier for them to whole on these fractions. Moreover that the people in charge in the ministry of education must take in consideration to lessen the number of students in the classroom, so that it becomes easier for tridents to understand the concept that the teacher presents, and for the teacher to follow 4p his/ her students in and outside the classroom.