Abstract
M.Ed. (Mathematics Education)
This research aimed to explore errors associated with the concept of fractions displayed
by Grade 5 learners. This aim specifically relates to the addition and subtraction of
common fractions. In order to realize the purpose of the study, the following objective
was set: To identify errors that learners display when adding and subtracting common
fractions. The causes which led to the errors were also established. Possible ways which
can alleviate learners' misconceptions and errors associated with them were also
discussed. The study was conducted at Dyondzo (Fictitious name) Primary School,
Vhembe District in Limpopo Province. The constructivist theory of learning was used to
help understand how learners construct their meanings of newly acquired knowledge.
It was a qualitative study where most of the data and findings were presented with
think descriptions using descriptive analysis techniques. A group of forty nine learners
was selected purposively within two classes of Grade 5 to write the class work, home
work and test on addition and subtraction of fractions. Learners were interviewed and
so were two teachers. The five teachers also completed a questionnaire of five questions
to supplement the interviews. The study found that learners made a number of errors in
the addition and subtraction of fractions, including conceptual errors, carelessness
errors, procedural errors and application errors. This finding supports findings that
primary school children experience difficulties when learning the concept of fractions.