Abstract
\r\nBackground\r\nFractions are important because of their critical role in more advanced mathematics. While they are central to mathematics learning, they pose a challenge to learners. The use of the structured observed learning outcomes (SOLO) taxonomy attempts to assist teachers to analyse the learners’ errors.\r\n\r\n\r\nAim\r\nThis study reports on analysing Grade 8 learners’ errors in the addition and subtraction of fractions using the SOLO taxonomy.\r\n\r\n\r\nSetting\r\nThe study focusses on the errors made by learners when solving problems on the addition and subtraction of fractions. Participants were drawn from Grade 8 learners (N = 115) in a school in inner Johannesburg city.\r\n\r\n\r\nMethods\r\nQualitative and quantitative data were collected from a paper and pencil test on addition and subtraction of fractions given to learners to solve. The learners’ errors were analysed using the SOLO taxonomy framework.\r\n\r\n\r\nResults\r\nFindings indicate that learners made errors in the addition and subtraction of fractions that were classified in the different levels of the SOLO taxonomy, ranging from the unistructural to the extended abstract.\r\n\r\n\r\nConclusion\r\nThe study concludes that it is crucial to analyse the learners’ errors when solving addition and subtraction of fractions to determine their understanding of working with fractions and using the SOLO taxonomy framework can effectively map the learners’ specific level of working with fractions.\r\n\r\n\r\nContribution\r\nThe study’s results will equip in-service teachers, student teachers and teacher trainers with knowledge of learners’ different levels of errors when dealing with addition and subtraction of fractions to help learners overcome these errors.\r\n