Proceedings of the International Conference on Education 2022 (ICE 2022)

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Students’ Learning Obstacles on Fractions in Elementary School

Authors
Een Unaenah1, *, Didi Suryadi2, Turmudi2
1Elementary Education, Indonesia University of Education, Jl. Dr. Setiabudhi 229, Bandung, Indonesia
2Mathematics Education Department, Indonesia University of Education, Bandung, Indonesia
*Corresponding author. Email: eenunaenah@upi.edu Email: eenuna@gmail.com
Corresponding Author
Een Unaenah
Available Online 22 March 2023.
DOI
10.2991/978-2-38476-020-6_16How to use a DOI?
Keywords
fractions; learning obstacles; learning trajectory
Abstract

Fraction is one of the crucial concepts in mathematics learning. However, fractions learning does not fully involve various representations, which possibly results in learning obstacles. The purpose of this study is to identify and analyze students’ learning obstacles in addition and subtraction operations of fractions in grade 5 elementary school. This study used a qualitative method. The participants of this study were 22 elementary school students with different characteristics. Data was collected using tests, interviews, observation, and document study techniques. The data were analyzed qualitatively to determine the types of learning obstacles experienced by students. The results of the research obtained are a description of learning obstacles with the ontological, epistemological, and didactical types of students on fractions. These results can be used as a basis for compiling a hypothetical learning trajectory.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International Conference on Education 2022 (ICE 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
22 March 2023
ISBN
10.2991/978-2-38476-020-6_16
ISSN
2352-5398
DOI
10.2991/978-2-38476-020-6_16How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Een Unaenah
AU  - Didi Suryadi
AU  - Turmudi
PY  - 2023
DA  - 2023/03/22
TI  - Students’ Learning Obstacles on Fractions in Elementary School
BT  - Proceedings of the International Conference on Education 2022 (ICE 2022)
PB  - Atlantis Press
SP  - 148
EP  - 157
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-020-6_16
DO  - 10.2991/978-2-38476-020-6_16
ID  - Unaenah2023
ER  -