An Assessment of Prospective Mathematics Teachers’ Capability in Performing Basic Operations, Difficulties and Misconceptions on Fractions in Jimma College of Teachers’ Education, Ethiopia

Abstract

This study examines the performance, difficulties and misconceptions of fractions of primary school prospective mathematics teachers at Jimma College of Teachers Education, Ethiopia. The descriptive survey design was used and the sample consisted of 282 participants selected randomly. An achievement test and a questionnaire were developed and used to obtain necessary information from participants of the study. Means, standard deviations and t-test statistics were used to analyse data from the questionnaire. The response papers of the respondents’ achievement test were coded and the solutions given for each question marked as correct, incorrect and blank were analysed by using percentages. Computing fractions using the four basic operations, representing a fraction in its decimal form and on a number line, simplifying a fraction to its lowest term, and overall understanding of the concept and arithmetic procedures to perform basic operations on fractions were among the difficult ones found. The subjects thought the characteristics of fractions were the same as those of whole numbers; hence they tried to apply the same rules as on whole numbers, and this led to the development of their misconceptions like treating fractions’ numerators and denominators as separate whole numbers. The findings implied that there was a need to put more effort into deepening the students’ conceptual understanding of fractions besides considering them as bridging concepts when teaching such basic courses in the teachers’ training college. Besides, the teaching methodology in the teachers’ training college right from inception to graduation need to focus on prospective teachers’ gap identification and intervention when dealing with such foundational concepts.