the relationships between indonesian fourth graders’ difficulties in fractions and the opportunity to learn fractions: a snapshot of timss results
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2017
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Abstract
This paper reports an exploration into Indonesian fourth graders’ difficulties in
fractions and their relation to the opportunity to learn fractions students got at
schools. The concept of ‘opportunity to learn’ is often considered as a framework
to investigate possible reasons for students’ difficulties. The data for this study was
drawn from TIMSS 2015 that comprised test results and teachers’ responses to
TIMSS Teacher Questionnaire. The test and questionnaire data were analysed by
using descriptive statistics. In addition to test and questionnaire, this study also
included an analysis of Indonesian textbooks in order to get a broader scope of the
opportunity to learn. Qualitative approach was used to analyse the textbooks. The
analysis of the TIMSS results shows Indonesian students’ low conceptual
understanding of fractions. Three possible reasons for students’ low conceptual
understanding were revealed. First, the content of Indonesian curriculum that gave
low emphasis on basic concepts of fractions and introduced operations of fractions
too early. Second, the Indonesian mathematics textbooks only presented one
definition of fractions, i.e. fractions as parts of wholes. Third, there is a limited use
of models or representations of fractions in the classroom practices.
| Reference Key |
wijaya2017internationalthe
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|---|---|
| Authors | ;Ariyadi Wijaya |
| Journal | Molecular immunology |
| Year | 2017 |
| DOI |
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