Proceedings of the 7th International Conference on Education and Technology (ICET 2021)

<Previous Article In Volume
Next Article In Volume>

Prospective Elementary Teachers’ Difficulties in Solving Conceptual Tasks on Representation of Addition and Subtraction of Fractions

Authors
Zetra Hainul Putra*, zetra.hainul.putra@lecturer.unri.ac.id
Dept. of Elementary Education, University of Riau, Pekanbaru, Indonesia
Yesi Martha Afrilliayesi.martha5080@student.unri.ac.id
Dept. of Elementary Education, University of Riau, Pekanbaru, Indonesia
Eddy Novianaeddy.noviana@lecturer.unri.ac.id
Dept. of Elementary Education, University of Riau, Pekanbaru, Indonesia
Neni Hermitaneni.hermita@lecturer.unri.ac.id
Dept. of Elementary Education, University of Riau, Pekanbaru, Indonesia
Corresponding Author
Available Online 26 November 2021.
DOI
10.2991/assehr.k.211126.067How to use a DOI?
Keywords
addition and subtraction of fractions; conceptual task diagram representation; prospective elementary teachers
Abstract

This research is motivated by prospective teachers’ challenging in solving mathematical problems about fractions, including addition and subtraction of fractions. Their difficulties have been reported by several studies, but not specific on conceptual tasks based on representation of addition and subtraction of fractions. Therefore, this study aims to investigate prospective elementary teachers’ difficulties in solving mathematical task on representation of addition and subtraction of fractions. To collect the data, we developed 6 mathematical tasks based on diagram representations of addition and subtraction of fractions. The participants of this study were 101 third-year prospective elementary teachers from a teacher education study program in Riau province, Indonesia. The findings show that prospective elementary teachers have difficulties in solving mathematical task on representation of addition and subtraction of fractions. More than 60% of respondents could not give appropriate answers to the given tasks. They provided unreasonable reasons to explain their incorrect answers to the given mathematical tasks on representation of addition and subtraction of fraction.

Copyright
© 2021 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the 7th International Conference on Education and Technology (ICET 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
26 November 2021
ISBN
10.2991/assehr.k.211126.067
ISSN
2352-5398
DOI
10.2991/assehr.k.211126.067How to use a DOI?
Copyright
© 2021 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

risenwbib
TY  - CONF
AU  - Zetra Hainul Putra
AU  - Yesi Martha Afrillia
AU  - Eddy Noviana
AU  - Neni Hermita
PY  - 2021
DA  - 2021/11/26
TI  - Prospective Elementary Teachers’ Difficulties in Solving Conceptual Tasks on Representation of Addition and Subtraction of Fractions
BT  - Proceedings of the 7th International Conference on Education and Technology (ICET 2021)
PB  - Atlantis Press
SP  - 234
EP  - 238
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211126.067
DO  - 10.2991/assehr.k.211126.067
ID  - Putra2021
ER  -