Modeling Addition of Dissimilar Fractions: Misconceptions of Pre-service Teachers

Abstract

Fractions and learning about them have been consistently difficult for students. This difficulty, grounded on the lack of conceptual knowledge, results in errors in performing operations with fractions. This descriptive study explored the errors in adding dissimilar fractions and misconceptions on modeling fractions among 265 pre-service teachers. The study utilized an open-ended question asking for the procedural computation and the modeling of the addition of two dissimilar fractions as a data-gathering instrument. The findings of the study revealed that the majority of the respondents got the required answer correctly in the question requiring procedural knowledge. In the question requiring the fractions to be modeled, only a few were able to model the fractions correctly. A big percentage of respondents either had no answer to the question or expressed the modeling of fractions in a rule. The study further revealed varied misconceptions on how adding dissimilar fractions are modeled. Recommendations on improving the conceptual knowledge of students as early as elementary grades are promoted.