Conceptions and misconceptions in addition of unlike fractions among students in Weto circuit public junior high schools in Afadzato south district of Ghana

Abstract

The purpose of this study is to explore the conceptions and misconceptions of the learning of addition of unlike fractions among students in public junior high schools in Afadzato South District of Ghana. The study used the mixed method approach with sequential explanatory research design. Questionnaires were administered to a sample of 120 students in the Afadzato South District who were randomly selected after which 10 teachers were purposefully selected to be interviewed. The descriptive statistics and thematic analysis were used in the study. The study revealed that students have a positive but moderate conception of the addition of unlike fractions. It also revealed that, students do not even understand the basic concepts of fractions as they have the misconception that fractions are always lesser than 1. It also revealed that, teachers use facts and procedures to solving fractional problems, rather than building a deeper understanding. This hinders students‟ ability to continue to understand more abstract, rational ideas. It is therefore recommended that the instruction needs is to be focused on, more than simply abstract forms of teaching.