Miskonsepsi tentang pecahan di kalangan murid tahun lima
| dc.contributor.author | Abdul Rahman, Muminah | |
| dc.date.accessioned | 2015-07-30T05:27:26Z | |
| dc.date.available | 2015-07-30T05:27:26Z | |
| dc.date.issued | 2004 | |
| dc.description.abstract | The objectives of this research were to identify the acquisition in fraction's concept, the misconceptions in fraction, misconception's pattern and pupils factors that contribute to form the misconception in fraction among year five pupils in a primary school in Penang. The research was based on constructivist methodology, using clinical interview as the main technique in collecting the data. Sixty two pupils sat for a writtten test and the answers given by the pupils in the test were used as criterion to choose subjects for the interview. Interview's transcriptions from 8 subjets were used to construct a protocol based on the research questions. The protocol analysis was done individually and also within other subjects. In this research, four research questions were listed. Firstly, what was the acquisition in fraction's concept? Secondly, what were the misconceptions in fractions? Thirdly, what were the misconception's pattern in fraction? Finally, what were the pupils factors that contribute to form the misconception. The acquisition in fraction's concept among the Year Five pupils were categorised as weak and very weak which lies between 0% and 49%. The study also found seven types of misconceptions in fraction among the Year Five pupils which were (i) ignored the equal size concept in dividing a diagram; (ii) named a fraction without considering the size; (iii) named the fractions on a number line by comparing the denominator; (iv) represented the smaller nominator and denominator as the simplest fraction; (v) vagueness of the equivalent fraction; (vi) compared the nominator and denominator separately and (vii) calculation strategy using . the concept of whole number. These misconceptions were categorized irito three patterns which were (i) connection between fraction and size of a diagram; (ii) connection between fraction and whole number and (iii) wrong application of strategy. The research findings also showed that basic formation of the misconceptions was due to poor and incompleted learning and acquisition of basic concept of fraction. Pupils were anable to apply the knowledge of part of whole and part of set concepts in representing and naming the fraction. Pupils were also using the whole number concept in solving the fraction's problems. Besides, negative attitude towards mathematics and fraction were also one of the faGtors contributing to the formation of the misconceptions in fraction. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1050 | |
| dc.language.iso | other | en_US |
| dc.subject | Pecahan | en_US |
| dc.title | Miskonsepsi tentang pecahan di kalangan murid tahun lima | en_US |
| dc.type | Thesis | en_US |
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