The effect of using models to enhance grade 7 learners’ understanding of fractions: A case of a primary school in Onankali circuit, Oshikoto region

The study aimed to examine the effects of models have on enhancing Grade 7 learners’ understanding of Mathematical fractions at a primary school in the Onankali Circuit, Oshikoto Region of Namibia. The study utilized a mixed-method approach, using a quasi-experimental design. The study was guided by the constructivism theory of Piaget (1964). To choose one of the primary schools in the Onankali Circuit, purposive sampling technique was employed. Two Grade 7 classes were selected as a sample, one chosen as the experimental group and the other as the control group. Thirty pupils were selected at random from each group. A pre-and post-test quasi-experimental design with two groups for the study sample was used to collect comparative quantitative data. On the other hand, over the same seven weeks, the control group received instruction using textbooks and algorithms, while the experimental group was taught fractions using models. The learners were given a variety of tests following seven weeks of fraction instruction utilizing models. Following that, the experimental and control groups received post-tests. Qualitative data were collected through focus group interviews with 10 randomly selected learners. The data were then subjected to thematic analysis. Results suggested that teaching fractions with models could improve learners' comprehension. The quantitative data results showed that the post test performance of the experimental group outperformed that of the control group. The study concluded that learners in Grade 7 who were taught using models had a statistically significant difference in their understanding of fractions when compared to learners who were taught using presentations and textbooks, thus, the H0 was not accepted. The study found that teachers used a range of representations, including area models, circular, rectangular, set models, and length models, to effectively teach fractions. The study recommends that Mathematics teachers refrain from using the ii algorithm method, as learners need to understand how they work to memorize rules. Learners end up forgetting in the end

Grantor dc:publisher

University of Namibia

Year dc:date.issued

2024

Author dc:creator

• Shalonda, Helena Simanekeni

Advisor dc:contributor.advisor

• Iipinge, S. M.

• Mathematics Instruction
• Mathematical Fractions
• Grade 7 Learners
• Set Models
• Fraction Instruction
• Teaching Models
• Namibia
• University of Namibia

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11070/3943

OAI identifier oai:identifier

oai:repository.unam.edu.na:11070/3943