Grade 9 Learners’ Errors And Misconceptions In Addition Of Fractions

Zwelithini Bongani Dhlamini, Israel Kibirige


This article presents findings of a study on the addition of fractions in South Africa, Gauteng Province. Addition of fractions and algebraic manipulation are key concepts for high school mathematics and it is vital that learners grasp all algorithms related to fractions. This study examined the addition of fractions and the study revealed that a majority of grade 9 learners correctly add fractions if they were numerical but did not perform well when they were algebraic. Furthermore, the findings revealed that when adding algebraic fractions, learners produce errors and reveal misconceptions as a result of short cuts that they perceive as easier methods of adding the fractions instead of following the apparent long and cumbersome algorithmic correct method of adding fractions.

DOI: 10.5901/mjss.2014.v5n8p236

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

Copyright © MCSER-Mediterranean Center of Social and Educational Research

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