id: 05564060
dt: j
an: 2009d.00270
au: Kim, Kyung Mi; Kang, Wan
ti: An analysis on the repeated error patterns in division of fraction by
elementary students.
so: J. Korea Soc. Math. Educ. Ser. C, Educ. Prim. Sch. 11, No. 1, 1-19 (2008).
py: 2008
pu: Korean Society of Mathematical Education (KSME), Seoul
la: KO
cc: D73 F43
ut: student errors; error type; meaningful error; educational diagnosis; error
identification; arithmetic of fractions; research
ci:
li:
ab: Summary: This study analyzes the repeated error patterns in the division of
fractions by elementary students. The questions for this study were the
following: First, what is the most changeable thing among the repeated
error patterns that appear in the division of fractions by elementary
students? Second, what is the most frequent error pattern in the
division of fractions by elementary students? First of all, the ratios
of incorrect answers in the division of fractions by general students
were researched. The purpose was to know what kind of compositions in
the problems caused more errors. In total, 554 6th grade students(300
boys and 254 girls) from 6 elementary schools in Seoul participated in
this research. On the basis of this, the actual analysis began. Five
tests were carried out during four months. In total, 181 6th grade
students(92 boys and 89 girls) from S elementary school in Seoul were
participants. The repeated error patterns were arranged into 4 types:
alpha, beta, gamma and delta type. Consequently, conclusions can be
derived as follows. First, most students modify their errors as time
goes by even though they make errors about already learned contents.
Second, most students that continually make errors cause reciprocals of
natural numbers in the divisor when calculating on \lq (fraction) =
(natural number)\rq . Third, most students recognize that the divisor
has to change the reciprocal. When they calculate divisions of
fractions they modify their errors repeatedly.
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