Abstract
The knowledge on fractions lays the foundation for learning more advanced mathematics. While fractions are central to mathematics learning, they pose a challenge to learners. Learners need to be supported in teaching and learning fractions both in the classroom and outside the classroom. This study reports on the findings of research that was conducted to
investigate learners’ experiences and perceptions of the use of a 4IR application (Photomath application) in the addition and subtraction of fractions. The study sought to address the questions: What are the learners’ perceptions about using the Photomath application in the teaching and learning of addition and subtraction of fractions in Grade 8? How can the
Photomath application be used in teaching and learning mathematics?
The researcher hybridised the semiotic mediation and the instrumental genesis theories to develop the research steps. The researcher also used the SOLO taxonomy to analyse the learners’ performance and the errors they made in the addition and subtraction of fractions.
The choice of the study approach and design was informed by the pragmatic worldview and the researcher used the mixed methods approach and opted for the convergent design to conduct the study.
Participants were drawn from Grade 8 learners (115 in number) in a school in the inner
Johannesburg city, in South Africa. Qualitative and quantitative data were collected from a pre-test, own-test items responses from learners, a practice test, a post-test and the responses to a questionnaire. The pre-test was conducted to determine learners’ understanding of addition and subtraction of fractions before the Photomath application was introduced. The own-test was used to further investigate the learners’ understanding of addition and subtraction of fractions and introduce learners to the Photomath application. The researcher used the practice test to collect data on the learners’ experiences with the
application device, and the learners’ perceptions were gathered through the questionnaire
and the learners’ voice comments. Learners performed better in the post intervention test than in the pre-test. The findings show positive perceptions from the learners toward using the application as a support tool in the addition and subtraction of fractions. The results also
show that the Photomath application was able to support the learners improve their
v
understanding of addition and subtraction of fractions. The researcher therefore
recommends the use of the Photomath application by teachers and learners in the teaching and learning of fractions.