Abstract
M.Ed.
This study presents findings on algebraic fractions that was conducted among grade 10 learners in the Eastern Cape Province, South Africa. The study analysed the learners’ performance in algebraic fractions and explored the mistakes made by the learners as they engaged in the tasks of simplifying algebraic fractions. The study required learners to respond to algebraic fraction tasks. A group of 136 grade 10 high school learners were purposefully sampled. They responded to twelve grade 10 mathematics questions that consisted of two knowledge questions, four routine procedural questions, four complex procedures questions and two problem solving questions which were the cognitive levels guide suggested in the TIMSS 1999 study. Descriptor code keys were used to code, categorise and thematised the findings. When the learners’ overall performances were analysed for all twelve questions, the results showed that the majority of the learners did not comprehend what simplify algebraic fractions meant, and their conceptual knowledge of basic algebraic expression and simplification of such expressions was quite weak. The study revealed learners’ conceptual errors as well as procedural errors as being most prominent. These errors hinder learners’ ability to solve other mathematical problems that require prior knowledge to simplifying algebraic fractions.