Epistemological learning obstacles on fractions in elementary school

Authors

  • Een Unaenah Department Elementary School Education, University Muhammadiyah of Tangerang, Banten
  • Didi Suryadi Department of Mathematics Education, Indonesia University of Education, West Java
  • Turmudi Turmudi Department of Mathematics Education, Indonesia University of Education, West Java

DOI:

https://doi.org/10.29408/jel.v10i1.18306

Keywords:

epistemological obstacles, fractions, learning trajectory

Abstract

Fractions are one of the most essential concepts in mathematics learning. In elementary school, a student's understanding of fractions does not fully involve the meaning of various representations, so it could cause learning obstacles. The purpose of this study was to identify and analyze students' learning obstacles on the topic of fractions in grade 5 of elementary school. This study uses a qualitative method. The participants of this study were 21 elementary school students with different characteristics. Data was collected using test techniques, interviews, observation, and document study. Data were analyzed qualitatively to identify learning obstacles experienced by students. The research results are an overview of learning obstacles with the type of epistemological obstacle in fractions, including errors in operating fractions, needing to understand the purpose of the questions, and not understanding the problem with a different context. The research results obtained can be used to develop a hypothetical learning trajectory.

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Published

08-02-2024

How to Cite

Unaenah, E., Suryadi, D., & Turmudi, T. (2024). Epistemological learning obstacles on fractions in elementary school. Jurnal Elemen, 10(1), 1–12. https://doi.org/10.29408/jel.v10i1.18306

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