CHAPTER ONE

BACKGROUND TO THE STUDY

Introduction

The study was conducted at Abochia community. The type of farming system most of

them practice is the subsistent farming. It has linear settlement. The extended family

is predominant at the area; this makes them do things together in large quantities. The

younger ones help their parents and relatives to their farms after school and during

weekends. Some even go to the farm in the morning before coming to school. This

makes pupils tired and late to school and also hard to read their notes resulting in poor

performance of pupils.

Most parents perceive education as the tool to natural development and great heritage

for their children hence many pupils in various schools in the town. Because of the

farming activity, most pupils concentrate much on their farms leaving their studies as

a secondary matter.

Most pupils also run errands for their parents on Fridays which is the market day at

Abochia. This leads to absenteeism on the part of studies mostly on Fridays. The

standard of mathematics has been declining from education ladder over the year.

Majority see mathematics as the most difficult subject to study even those at the

secondary and tertiary level. This unfortunate misconception about the subject has

come to a result of how some teachers talk about the subject and teach it. They often

put some sort of fears into the students making the children develop a sense of hatred

towards the subject but mathematics is a subject which cannot be set aside at all levels

of our educational ladder. According to the chambers Encyclopedia (English

1
Dictionary} (P.6) “Mathematics is the science of dealing with numbers, quantities and

measurements of shapes which is usually expressed as symbols”.

Mathematics is a subject which cannot be set aside at all levels of our education

ladder.

Mathematics as a science of numbers is a gateway to solution of problem of life. Most

Ghanaian really has the strong feeling that only those who are clever can study it. It is

believed that, if mathematics is strongly built at primary level there would be no

problem when one goes further. Besides, mathematics form an essential foundation

for further studies like Accounting, Economics, physical Geography etc. therefore the

child must have understanding of the basic mathematics concepts which can help in

solving problems. Abochia Methodists primary is situated at the Aowin District at

Abochia. The school has a primary and junior high school respectively.

I had the chance to undertake my out program at Abochia Methodist primary school. I

realized that most children have much difficult in rational numbers of fractions at the

primary level. An example of the error I recognized was that ½ + 1/3 = 2/5. The

reason behind the answer was that 1 plus 1 is 2 and 2 plus 3 is 5 which totally wrong.

In effect, I found out that teacher used the lecture method when teaching which

resulted in pupils loosing concentration during and after lesson. Hence, the need for

teaching is to use adequate teaching and learning resource during delivering.

According to Akuoko Eunice en al 2008 “the effective and efficient teaching of any

topic depends on how well the teacher uses his or her teaching and learning materials

in the lesson”. In line with an old Chinese Maxim stated that “I hear and I forget, I see

and remember, I do and understand”. This shows how instructional materials are

crucial in the teaching and learning process.

2
I therefore find it significant to research into the teaching of fractions at primary five

in Abochia at Methodist primary school.

Statement of the problem

Fractions form an important topic in the content of both basic and secondary school

syllabus. Fractions according to the Oxford Advanced Dictionary are a very small part

of something. According to teacher education Division, fraction is part of a whole.

Also from teachers note on PFC 212 (mathematics) fraction is the number of times an

object could be of another object.

In presenting a solution to a problem, Anoh (1999) Advocates the use of materials to

represent the mental ideas of fraction.

During my out program at Abochia Methodist primary school, in my mathematics

lesson I observed that pupils could not solve problems on the operation of fraction.

This has contributed to the writing of my project which is on the use of Cuisenaire

rods to overcome the problem of addition and subtraction of unlike fractions in

primary five.

Purpose of the study

It is possible for some pupils to learn concept by note. However, due to the different

learning abilities of pupils, my study is to have insight into how teaching and learning

materials can be used to satisfy pupils with such needs.

Also the study is to induce into pupils easier means of communication. It will help

pupils to represent data not only by figures and letter but also through the use of

tables, charts and diagrams.

3
More importantly the study will assist pupils to develop the algorithm for addition and

subtraction of unlike fractions.

Lastly, many education and professional teachers like Jean Piaget, Jerome Burner has

that teaching like concept such as fractions should be supported with TLMs. So

teacher must try to improve instructional material if reading materials are not

available.

Research Questions

In search of the study certain questions will help contribute for the know the nature of

the problem of fractions in class five pupils in Morcherkrom ST. Anglican primary

school.

1. How would the teaching and learning materials during lesson delivery

improve pupils performance?

2. What were the pupil’s reactions or conceptions after the lesson?

3. Could pupils solve questions involving the operations of fractions

especially addition and subtraction of unlike fraction.

Significance of the study

The significant of the study to be undertaken include the following:

The teacher will know the different teaching and learning materials and activities to

use in the teaching of fractions.

Also, with the study, pupils will be able to solve problem involving fraction especially

addition and subtraction of unlike fractions.

Another significance of the study is that, educational authorities would realize the

problem at hand and help it rectification.

4
Lastly, the end rebut of the study will help curriculum planners and developers to

stress on the use of activities when planning the curriculum.

Delimitation

The study is based at Abochia Methodist primary school basic five due to the time

required for the completion of the study. Pupils in different school with the same

problem can make use of the study.

Limitation

Typing and printing of the project are costly. Also realized that the teacher did not use

TLM in his lesson and when I interviewed him, he told me that he always use

blackboard illustration in his lesson delivering. Transportation and also going to

internet café to look for information was another problem to deal with.

Organization of the study

There are five main chapters in all. The first chapter compresses many sub-heading.

Chapter two is the literature review (findings) then chapter three which talks about

mythology fellows the fourth chapter addresses the result of the findings and finally

the last chapter thus chapter five the summary of the project conclusion of the project

work and recommendation of the research review.

5
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

Introduction

Review of related overview. The chapter will review literature on student’s

conception about fraction the mistakes teachers make in the teaching of fraction and

new teaching approaches to fraction. Following an overview of recent research on

teaching and learning of fraction suggestions were offered for fractions for locating

resources having application in the classroom.

Students conceptions

The domain of skills and knowledge referred to us “fractions” has been examined in

various ways by researchers in recent years. Tzur (1999) sees children’s initial

reorganization of fraction conceptions as falling into three strands;

 Division of whole into parts.

 Reconstruction of unit (that is the whole)

 Recurrence of parts.

Recognizing this division, he suggests that teachers consider one of these strands at a

time in teaching fractions. Taking a psychological approach Moss and case (1999)

suggest that for whole numbers children have two natural schemas; one for verbal

counting and the other for global quantity comparison. In the realm of rational

numbers, they also see children as having two natural schemas one global structure

proportional evaluation and numerical structure for splitting. They propose them as a

plan for leaving that teacher needs to refine and extend naturally occurring processes.

6
Hunting (1999) study of five years old children focused on early considerable

evidence to support the idea of “one half” as being well established in children’s

mathematics knowledge at an early age urges that this and other knowledge about

subdivision of quantities forming what he call “pre-fractional knowledge” can be

drawn upon t help students develop more formal notion of fractions from very early

age. Similarly, based on her successful experience of teaching comparing of fractions

and looking for a way to teach addition and subtraction of fraction, Mack (1998)

stresses the importance of drawing on students’ informal knowledge. She used folding

of strips of paper to develop the basis for understanding addition and subtraction of

fractions. Examples, one-third (1/3) add to two-fifth (2/5). Mack noted that student

did not think of part items of additions but their strong experience with the concept

could be developed later, Taking information processing approach (Health 1998)

strands; procedural knowledge, factual knowledge and conceptual knowledge.

Hecht’s study isolated the contribution of these types of knowledge to children

competences in working with fractions. He made two major conducive.

(a). Conceptual knowledge and procedural knowledge uniquely explained variability

infraction computation solving fraction word problem setup accuracy and

(b). Conceptual knowledge uniquely explained individual differences in fraction

estimation skills. The later conclusion supports he general consensus in current

research that a holistic approach to teaching of fraction is necessary with

recommendations for a more away attainment of individual tasks toward a

development of global cognitive skills.

7
Mistakes teachers make

Based on previous research Moss and Case (1999) identified four major problems

with current teaching method in the area of fractions. The first of synthetic rather than

semantic emphasis, which is to say that researchers have identified that teachers often

emphasizes technical procedures in solving fraction arithmetic at the expense of

developing a strong sense in children of the meaning of rational numbers. The second

problem identified is that teachers often take an adult centered rather than a child

centered approach, emphasizing fully formed adult conceptions of rational numbers.

As a result, teachers often take an advantage of students “Pre-fractional knowledge”

and their formed knowledge about fraction thus denying children a “spontaneous” in

to their formal study of fraction. A third issue is the problem of teachers using

representation in which rational and whole number are easily confused. Example,

students count the number of shaded portions of a figure and the total number of parts

so that each part is regarded as an independent entity of amount (Kieran cited in Mass

and Cases 1999).

Finally, researchers have identified considerable use of notation that can act as

hindrance to student developments. These problem centers on teachers perceptions

that the notation used for rational numbers is transparent while this has been shown

not to be the case, especially with regard to decimal fractions (Herbert cited moss and

case 1999). Tiragh (2000) conducted fraction and conduced that teachers needed to

pay considerably much attention to analysis student’s error.

New teaching approaches

Moss and case (1999) identity three different proposal on approaches to teach

fractions that address the above mentioned problems in various ways, they then

8
propose a new circular approach which they tested themselves in a study involving

fifty of the sixth grade students.

The first of the order students conducted by Herbert and Warne (as cited in Moss and

Case 1999) as judged to have addressed primary the synthetic and notational problem

mentioned above and place a great deal of emphasis on the use of base 10 blocks.

In the second study Kieran (as cited in Moss and Case 1999) was seen to address the

synthetic and representational issues and among other innovation used paper folding

to represent fractions in presence to pie charts.

The third of the studies conducted in street land (as cited in Moss and Case 1999)

attempted to address all four concerns and was based on using real life situation to

develop children’s understanding of rational numbers.

Summary of review of related literature

In sum, the chapter has three main themes, they are conceptions of students on

fraction, mistake teachers make in teaching.

Firstly, with the conceptions of students include the idea or basic knowledge of pupils

on fraction. This has to with the background knowledge of the pupils which can be

seen in their activities, when they tend to share through subdivision of items which is

known as “pre-fractional knowledge”.

The second point is, some of the mistakes teachers make when teaching fraction

includes;

 The use role method in teaching fraction rather than relational method.

 Another mistake is that, teachers make their lesson teacher centered.

9
  Lastly, representation such as paper shading is mostly used. Since, it is used to

show an entity or fraction, it should be treated with several activities for pupils

to be well versed with the concept rather than few activities teachers use.

In conclusion with the new approaches to the teaching of fractions include, the use of

paper folding to represent fractions, using real life situation and also the use of base

10 blocks to develop the concept of fractions.

10
 CHAPTER THREE

METHODOLOGY

Overview

This chapter discusses the method of the researcher used in collecting data. The

discussion in under the following heading, design of the study or research, population

sampling, instrument for collecting data, pre-intervention activities and findings and

data analysis.

Design of the study

The study is an action research using case study approach. The design is to help delve

into the problem of teaching fractions in basic level. The materials used in the

research will help teach any group or class higher them to class under study. At the

long run on intervention to the problem will help develop the understanding of the

concept.

The research will have level. Thus; addition, subtraction, multiplication and division

are problem recognized most.

Population

The target population for the study is pupils of Abochia Methodist Primary School

basic stage five. The total population in the class is 55 in number.

11
Sample

For the effectiveness of the intervention within the time for the study, the total

population could not be used. However, one class was purposely sampled which 25

pupils and their lesson teachers.

Research instrument

Pre-test was conducted to consider the problem of children in this concept. Seven

questions were set for the test, four addition questions and three subtraction questions.

Pupils were ordered to show working. The time frame for the text was thirty minutes.

See appendix for pre-test questions.

A strict supervision was ensured which allowed pupils to work individually and

independently. After the marketing of pupils were confused about how to find their

answers. This instrument (pre-test) was used to the practical relative of the subject and

the topic cannot be steadied by reading but rather involves trial and error techniques.

With this instrument, the researcher will be able to recognition of pupil’s mistakes

which is importantly needed during the intervention section of the research.

Intervention process

Cuisenaire rods are teaching and learning that used in the development concept in

mathematics one especially fractions hence, the use of Cuisenaire rods in intervention

activities. These consist of ten rods with different colours and length. The colours are

white, red, light green, purple, yellow, dark green, black, brown and orange.

12
According to Marten et al (1994) each rod is associated with a particular number they

can be recognized by their length and colour. The physical represent of the rods are as

follows.

Figure one

1 2 3 4 5 6 7 8 9 10

Key

One - white

Two - red

Three - light green

Four - purple

Five - yellow

Six - dark green

Seven - black

Eight - brown

Nine - blue

Ten - orange

Cuisenaire rods can be made depending on the measurement of your choice. The

researcher used two centimeters measurement to construct the rods. Materials and

13
tools used were wood, pencil, smooth plane, tenon saw, sand paper, measuring tape,

try square, brush and paint

The following steps were taken to prepare the rods.

 Plane the wood using a smooth plane

 Measure with tape measure and mark with the pencil

 Cut into sizes needed for pack rod using tendon saw.

 Using the try square to measure the edges

 Scrap the wood with sand paper to make it smooth

 Paint with their respective colours.

The Cuisenaire tools can be used to teach the four operations in mathematics under

fractions that is addition, subtraction, multiplication and division. The research,

however limited herself to addition and subtraction of unlike fractions. In both cases,

the rods became particular very useful. The example below illustrates how it was

done. When we consider 2 + 1, the pupils will first have to consider the denominator

of the two. Fraction and then choose a rod that is divisible by 3 and 4. These numbers

are the denominator of the fraction under discussion.

Take an orange and a red to represent the whole which is also the denominator of our

dividends. Take a rod that can divide the whole into three equal parts. It is the purple

rod. Take two of the purple rod and exchange them for right whites.

Take a rod that can divide the whole into four equal parts. It is the light green rod and

then exchanges it for three whites.

Figure 2

W W W

Orange Red

W W W

14
Add all the whites and write as the numerator and write the whole as the denominator.

Figure 3

Orange Red

Therefore 2/3 + ¼ = 11/12

Consider this example two 3-1. Choose a red which is divisible by 15 and 3. It is the

orange and yellow rods which represent the whole.

Take a rod that can divide the whole onto five equal parts it is the light green rod and

takes three of it.

Take a rod that can divide the whole into three equal parts. It is yellow rod.

Place the yellow rod on the three light green rods.

Figure 4

Yellow

Light green Light green Light green

Orange Yellow

Exchange the remaining light green rods for four whites and write as the numerate.

Write the whole as the denominator of our dividends.

Figure 5

W W W W

Orange Yellow

Therefore 3/5 – 1/3 =4/15

15
Post test

After the preparation of lesson notes and delivering of lesson, a post-test was

organized to testify the understanding of pupils. As a matter of fact, pre-test helps to

obtain information on an individual’s behaviour in a specified area to study or an area

of investigation.

Through investigation, the pupil’s problem is solved and a post-test is conducted to

clarity the understanding of the pupils. Unlike the pre-test, five questions were set for

the post-test. It includes three addition and two subtraction questions, see Appendix B

for the post-test questions.

Test Validity

As a matter of fact, the pre-test was organized to diagnose the problem of pupils.

After the intervention activities, the post-test was to products the action taken. in other

words, the pre-test and post-test were used as devices for measuring the behaviour of

the sample taken.

Furthermore, the tests were organized under strict supervision to ensure pupil do

independent work. As a result, pupil’s actual performance was portrayed.

In conclusion, a detail analysis of the pre-test and post-test was compared taken

consideration pupils result in post-test.

Methods of data collection

Test items was designed and administration for the collection of data. It allowed

pupils to demonstrate their ability and competing in the test organized.

It must be stated that in the process of data collection, a pre-test was conducted and

after the intervention activities were carried out by the researcher, a post-test was also

16
conducted. Observation was also used. The researcher observes pupils performance

through the test that was organized and also studies conducted.

Method of data analysis

After each test organized, the researcher marked the scripts and recorded the marks

scored. It must also be stated that both tests conducted were of the same difficult level

but differ in form.

Finally the analysis of data in comparison with the per-test and post-test results.

17
 CHAPTER FOUR

RESULTS AND FINDINGS

Overview of the statistical procedures

Introduction

The chapter gives us the details analysis and discussion of the results for the study

based on the data gathered. The data collected was represented in frequency

distribution tables and then presented on bar graphs. This is to help examine the

nature of the problem at hand.

More importantly, the chapter discusses the performance of the pupils during the pre-

test and the impact of results of the post-test and observation.

Finally, analysis of data was in comparison of the pre-test and post-test.

Data analysis

Data analysis was based on the results of pre-test and post-test. The analysis is as

follows;

The pre-test was conducted when the researcher to confirm that student were facing.

The pre-test was conducted to confirm that pre-test marked is presented in table1 the

general performance of pupils in pre-test

Mean =
∑ fx = 74 =¿ 2.11
∑ f 35

Standard deviation =
√∑ x 2 - x -2

∑f
18
Standard deviation =
√250 = -2.12
35

= √ 7.14 - 4.41

=√ 2.73

Therefore the mean is 2.1 and standard deviation for the marks is a critical look at the

table shows that learning difficulty was one of the problems associated scored zero,

10 of them also scored one mark, 6 of the pupils scored 4, 4 also scored five marks,

unfortunately, none of the pupils scored 6 or 7. Also, all the students did not take part

in the pre-test due to absenteeism; the information from table above is used to draw

the bar graph in figure 6.

19
11

10

0 1 2 3 4 5
Marks.

With this, one cans asses that the performance of the pupils was nothing to write

about hence the need of need an intervention. After the pre-test was conducted, the

researcher randomly picked some few sample scripts which used to draw the bar

graph in figure 6

20
Table 1: Performance of sampled size in pre-test

Index number Marks

001 3

002 4

003 5

004 0

005 1

006 2

The performance of the sample size in table two is represented on bar graph in figure

Figure 7

A bar graph showing sample performance of pupils in pre-test

001 002 003 004 005 006

Pupils

The above graph the individual performance of pupils in the sample size that shows

was picked randomly. On the graph one student scored five out of the seven marks. It

21
was also realized the majority of the pupils were trading beyond the average mark.

With the above performance, the research motivated to intervene with the aim of

helping pupils to overcome the learning difficulty.

After pupils were taken through a lesson on the topic under discussion of addition and

subtraction of unlike fractions a pot was conducted to out the impact made by the

intervention

Post-test

The post-test result is presented in table 3 which shows the general performance of the

pupils in the test. Table four also represents the sample size of the performance of

pupils in the post-test.

Table 2: General performance of pupils in post-test

Mark (x) Frequency (f) fx fx2

0 0 0 0

1 0 0 0

2 0 0 0

3 2 6 18

4 11 44 176

5 15 75 375

6 6 36 216

7 6 47 294

∑ f =40 ∑ fx=203 ∑ fx=1079

Mean =
∑ fx = 203
∑ f 40

22
X = 5.1

From the table the mean mark 5.1. We can draw conclusion from the table that, most

of the students were at the mean mark which gives and impression about the use of

intervention.

From the table, the figure reveals that no student scored zero, fifteen students scored

three, eleven pupils scored four, fifteen students scored five, six students six and six

student scored seven. The result of the distribution table is presented on a bar graph in

figure 8.

Table 3: Performance of sampled size in post-test

Index number Marks

001 3

002 6

003 4

004 5

005 5

005 7

23
Figure 8

A bar graph showing the general performance of pupils in post-test

0 1 2 3 4 5 6 7

Marks

The sample sized used in the pre-test was also under the post test. This was to enable

the researcher to efficiently compare and analyze the pre-test and post-test result the

performance of the sample size has been represented in table 4

24
Table 3:Performance of sampled size in post-test

Index number Marks

001 3

002 6

003 4

004 5

005 5

006 7

The information on the table has been presented on a bar graph in figure 9

Figure 9

A bar graph showing the performance of sample size in the post test

001 002 003 004 005 006

Pupils

The graph in figure 9 represents the individual performance of the sample size in the

post test. This performance shows improvement over the previous result which is the

25
pre-test. In the post test many students scored four and five which more average of the

test number.

Other findings

From the study the following were made;

 The error which ranked highest in the pre-test was pupil’s inability to solve

simple questions involving addition and subtraction of unlike fractions. In the

post test many students scored four and five which more average of the test

number.

 The researcher also found out that, teachers did not use teaching and learning

materials in their in their lesson delivery. In other word, it is agreed that

mathematics is an activity based subject hence the need to use TLMs and

activities to make mathematical lesson lively.

 In addition to the above, teachers mostly used the routs method of teaching.

What this means is that teachers teach concept by just introducing pupils to

rules in solving, without pupils knowing how if work or how it was developed.

 The researcher also finds out that, pupils did not understand lesson under

discussion. This was realized through the pre-test observations made testify

pupils lost interest in the lesson and for that matter did not pay attention in

class-this was because, the lesson was teacher centered.

The study was to address the problem of pupils’ difficulty in solving questions

involving addition and subtraction of unlike fraction. In overcoming these problems,

activities were used in discovering of rule for solving addition and subtraction unlike

26
fraction. Coming out with such rule, the use of Cuisenaire rods helps in solving the

problem under discussion.

Generally, the outcome of the intervention used in solving the problem was

successful, with reference to the post test, a large number of pupils passed as

compared to the pre-test conducted, the performance was not just encouraging at all.

With this evidence, I can say hold reputedly that the intervention used was successful.

The problem that was encountered during the intervention period was that, the

teaching and learning materials were not enough to share for individual students to

explore but pupils were not grouped into five with seven numbers. Each group was

given one for demonstration and explanation.

Summary of the chapter

This chapter concludes the compilation and analysis of the results which were

obtained by pupils in the pre-test and post - test as shown in this chapter.

In fact, this chapter takes a quick and through look at the pupils’ performance

presented in tabular form and graphically presented in tabular form and graphically

presented these results on graphs for perceiving learning ability in pupils.

On the whole, 4 bar graphs were drawn to display the general performance of pupils

and the performance of the sample size in both the pre-test and post - test respectively.

It careful look at the first table shows that the pupils performance in the pre-test so to

speak was not encouraging. This is seen in table 1 and 2 where majority of the

students in the class were trailing behind the average mark. To this end, there came an

intervention process to eliminate the problem and improve in the performance of the

pupils. This led to the emergence of the post-test over the pre-test.

27
Again, one can say certainly without any contradiction that pupils’ problem of solving

questions involving addition and subtraction of unlike fractions have been reduced if

not totally eradicated.

28
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Overview

This chapter is the conclusion part of the study and as such it tends to bring the fore

salient parts arising in a summary form. It then proceeds to conclude and make certain

recommendations that are necessary in solving the problem at hand. Also it serves as

a primary source of reference for other teachers to apply and solves similar learning

difficulties.

Summary

The study to the researcher the level of difficulty of pupils in solving mathematical

questions involving addition and subtraction of unlike fractions, this can be seen in

the data collected after the pre-test was conducted.

In clear terms evidence could be drawn from the tables and the bar graph in chapter

four of the study. Comparatively, the results in both tables in pre-test are not

encouraging; the post - test saw an improvement in the results of the pre-test.

Suggestion for further, through the researchers’ questions posed in chapter one of the

study has been exhaustive death with, studies to cross check on the teaching of

fractions at the lower level.

Finally researchers who wish to have a study under the teaching of the various

operations under fractions can consider the other two operations which could not be

tackled in the study (multiplication and division of fraction)

29
Conclusion

The research was embarked by the investigator to help solve the problem under

discussion which is addition and subtraction of unlike fraction. The investigation was

prompted into carrying out this study by the fact that the pupils be interacted with

were caught up in a greater in consistency to solve simple question involving addition

and subtraction of unlike fraction.

I took it as a challenge to initiate measures to address the problem. After finding out

the basic cause of the problem, I intervened through classroom teaching.

Recommendation

The inability of pupils to solve problem involves addition and subtraction of unlike

fraction is neither a myth nor a curse, but rather a topic. Mathematics can therefore be

overcome by advocating more time in teaching mathematical lesson such as fractions.

I must also recommend that teachers should be activity based method of teaching

which should equip with TLMs rather than teaching in abstract terms.

The write up has opened itself as a primary material for solving teaching difficulties.

According to the behaviorist psychologist children see learning in terms of connection

between stimulus and response or between response and reinforcement. I therefore

urge that, learning environment of pupils should be structured in way that, learners

can discover and gain new experience on their own. Also the appropriate

reinforcement should be given out when necessary.

30
 REFERENCE

Hecht, Steven Alan (1998), towards on information processing Account of

individuals Difference in fraction skill “journal of Educational psychology”

90(3) 545-59. Hunting, Robert P (1999), Rational-number learning in the early

years. In J.V copy (Ed),“mathematics in the early yeas”, (pg 80-87).

Mack, Nancy K (1998) Building a foundation of understand of Addition of unlike

fraction “teaching and understanding of addition of unlike fractions, Teaching

children mathematics 34-38.

Moss, Joan and case, Robbie’s (1999) Developing children understanding of the

rational numbers. “Journal for research in mathematics Education 30(2) 122-

47.

Faros, Dina (2000), enhancing prospective Teaching knowledge of children’s

conception; the case of subtraction of unlike fraction. “Journal for research in

mathematics education 31(1) 5-25.

Tzur, ran (1991), an integrated study of children’s contraction of improper fractions

and the teachers role of promoting that learning. “Journal for research in

mathematics education “30(40) 390-14. James starter, Donald Hutchison and

Louis Helical teacher edition for basic mathematical skills with Geometry (pg

257-307).

Teaching notes on mathematics methods (PFS 212)

Researcher own note from school.

31
 APPENDIX A

Pre-test question

Class Exercise

6
1. ¾ +
7

2. 2/6 + ¼

3. 7/8 – 5/9

4. ¾ - 4/6

5. 2/3 – 1/5

6. 3/3 + 4/5

7. ¼ + 3/7

32
 APPENDIX B

Post - test questions

Solve the following questions

1. ¾ + 6/7

2. 2/6 + ¼

3. 7/8 -5/9

4. ¾ - 4/6

5. 2/3 – 1/5

6. 3/3 + 4/5

7. ¼ + 3/7

33