1.

INTRODUCTION We live in a mathematical world. Whenever we decide on a purchase, choose an

insurance or health plan, or use a spreadsheet, we rely on mathematical understanding. The World Wide Web, CD-ROMs, and other media disseminate vast quantities of quantitative information. The level of mathematical thinking and problem solving needed in the workplace has increased dramatically. In such a world, those who understand and can do mathematics will have opportunities that others do not. Mathematical competence opens doors to productive futures. A lack of mathematical competence closes those doors. Students have different abilities, needs, and interests. Yet everyone needs to be able to use mathematics in his or her personal life, in the workplace, and in further study. All students deserve an opportunity to understand the power and beauty of mathematics. Students need to learn a new set of mathematics basics that enable them to compute fluently and to solve problems creatively and resourcefully. One of the necessary topics to be learned and applied in our daily life is fraction. Fraction is one of the topics in mathematics syllabus in started from primary to all level of studies that related to the mathematics. There were three types of methods of teaching fractions in primary schools. There were number line, concrete models and direct method. The pupils will learn the methods in fractions to enhance and improve
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their knowledge to be applied in their daily life. So, it could be easier to them to understand the concept of fractions. There is a lot of problems that faced by the pupils during learn fractions especially in addition of proper fractions with different denominators. In between, I had searched a suitable and easier method to improve pupils understanding on adding proper fractions with different denominators. Here, I decide to use paper strips as my method to teach fractions and carry out a research to see the effectiveness of paper strips in addition of proper fractions with different denominators.

1.1

Reflection of teaching and learning

I had my second practicum at SJK (T) Bukit Mertajam. There were three classes in year 4. I had given the second class to taught mathematics. I had taught them mathematics about two months and I had an opportunity to identify the problems that the pupils and teachers had during the teaching and learning mathematics. From the problems I had choose one of the problem as my research topic. I had chosen the main problems that occur by the pupils in year 4 as my research topic. So, I had chosen addition of proper fractions with different denominators as a topic for my research.

I had our third practicum at SK Tasek Gelugor. I choose the same school because it will easier for me to collect data from the same sample of the students as I stated in my
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proposal. I had given pre test to the sample of the pupils for my research. I had given about 30 minutes to finish their test and then I collect the test paper. The time was enough for them to answer the pre test and post test.

Then, I had taught them the method to use paper strips to add fractions with different denominators. Some of the pupils can understand the method and apply it on the questions that I had given to them but some other pupils still having problem because this is the new method for them and they were find difficult to understand.

From my teaching and learning experience, especially in teaching addition of proper fractions with different denominators, I found that most of the pupils can understand the topic if I use paper strips. This is because the pupils can get clear picture from the paper strips or fraction strips. They can understand more if they answer the questions by using paper strips on their own. They can make sure their answer become correct and can avoid by make the mistakes.

Other than that, I also found that the pupils difficult to understand if I am using number lines. This is because they started to have problem when write the numbers on the number lines. They have to think properly and put the numbers correctly. If they make a mistake when put the value in number lines, the answer will be wrong. From the

exercises that the pupils did, I can measure their understanding of adding proper fractions with different denominators.

From the methods that I used to teach the topic, I found that the pupils can understand easily if I teach them by using paper strips. So, it is clear that paper strips is a suitable method for the pupils to add proper fractions with different denominators.

2.0

FOCUS ON ACTION RESEARCH This section will discuss about the issues that related to the fractions and

statement of my problem and the implementation of the method that I used for my research.

2.1 Research issues A fraction is the ratio of two whole numbers, or to put it simply, one whole number divided by another whole number. The top part of the fraction is called the
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numerator and is also referred to as the dividend of the fraction. The bottom part is called the denominator and is also referred to as the divisor of the fraction. Fractions are usually written or read either by reading that as over , thus may be read three over four or sometimes three on four or three divided by four . If, however, the denominator is a small whole number in math, the ordinal name of that number is often used: three fourths . This usage is not as common when the denominator is bigger than ten: in reading 5/11, five over eleven is more common than five elevenths . Normally the numerator ( top number of fraction ) is smaller than the denominator in which case the fraction is called a Proper fraction . A proper fraction is always less than the whole number 1 and we can relate proper fractions to a part of a whole object. We use the denominator (bottom) to divide the object into that number of parts and then we take the numerator (top) number of parts and we can say we have t of that fractions part of the whole object. As many teachers know, learning the various fraction operations can be difficult for many children. It is not the concept of fraction that is difficult, it is the addition, multiplication and subtraction that involve various operations that you do with fractions. There are various methods to teach fractions in common. We can teach fraction by using concrete models. If we use concrete models, it is not difficult for them to order fractions using various models. Some of the concrete models are such as paper folding and fractions bars. It will make the pupils easily understand the computation of fractions especially fractions that include operations such as addition, subtraction, multiplication and division.
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In addition, we can teach fractions by using pictorial models. Here, we know that the pupils are able to order fractions if given pictures of the models, such as fraction strips. The pupils can also construct or draw their own pictorial models to represent fractions. It is also leads to understanding a symbolic way of comparing fractions as well as to a way of adding and subtracting fractions. The pupils will understand more clear if they doing the hands-on activity. According to the Conaway, Betty; Midkiff, Ruby, If we look at the students, after students have experienced fractions through the use of pattening-block manipulatives and selections of childrens literature, ask them to write personal definitions for such fractions as . When students have worked with the manipulatives, seen illustrations in books (visual), and talked about relationships, their definitions will contain specific examples instead of simple repetitions of the definitions stated by teacher . So, I had decided to always recall the previous knowledge of fractions to explore addition of proper fractions with different denominators in deeply. Instead of merely presenting a rule, as many schoolbooks do, a better way is to teach children to visualize fractions, and perform some simple operations with these visual images or pictures, without knowingly applying any given rule. If a child is able to visualize fractions in his mind, they become more concrete not just a number on top of other number without meaning. Then the child can estimate the answer before calculating, and evaluate the reasonableness of the final answer, and perform many of the simplest operations in his head. Of course textbooks show fractions with pictures, and they show one or two examples of how a certain rule connects with a picture. But that is not enough, a better way is to make kids do lots of problems with fraction
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manipulate and draw fraction pictures for problems. That way they will form a mental visual model and can think through the pictures for simple problems. Furthermore, according to the Conaway, Betty; Midkiff, Ruby Have we taught fraction clearly to children? Can the concept of fraction be expressed much more clearly? My answer is that we have not been teaching children in a clearer way but thought it would be understood if we simply explain the meaning of fractions to them by drawing the diagrams. In this review of literature, the researcher found that most of the studies related to the use of manipulatives in all areas of mathematics . From the research article; I find that the drawing is played an important role in teaching fractions. So, one of the models that in picture form are paper strips. That is why I had chosen paper strips to adding proper fractions with different denominators. It encourages the pupils to explain the meaning of fractions and find the solutions for the questions that related to the fractions.

Other than that, they can also use direct method to with step by step to find the solution for the operations with fractions. The important thing here is, the pupils must be able to follow the steps because the steps involve the basic operations. There also we have to make sure that the pupils are already good in times. This is an important aspect in fractions. From my teaching and learning experience in the school, I think the pupils easily understand the fraction by using paper strips. This is because the pupils can get the clear picture of the questions or number sentence.

2.2 Statement of problem From my teaching and learning experience in first, second and third practicum, I found that most of the pupils find difficult to get the idea to add proper fractions with different denominators. The pupils will not have any problems when adding proper fractions with same denominator but the problems will occur when pupils started to add proper fractions with different denominators. They cannot get clear picture when looking at the questions that related to addition of proper fractions with different denominators. They still have confusion when started to change the different denominators to same denominator in addition of proper fractions. Another thing, the pupils can add proper fractions with different denominators if they using paper strips because it help pupils to see the questions in picture form or models. Then, they can solve the questions easily. So, I want to use paper strips for my research. We can also use fraction strips/paper strips to develop the concept of equivalencies and for adding and subtracting as well. I cut strips all the same length to be used for 1 whole, halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths. Have students estimate where the folds would be in order to divide the strip into equal sized pieces to represent each fraction.

2.3 Implementation Paper strips are one of the visual aids in teaching fractions especially for teach the basic operations. Some pupils may suggest that they fold or use a ruler to measure

lengths to determine fractional parts. If pupils suggest such strategies, we might use this as an introduction to the lesson using fraction strips or paper strips. We can use paper strips to carry out our teaching and learning activities. These are some ways to teach fractions by using paper strips or fraction strips. Lets we know how to use the fraction strips/paper strips to teach fraction. To begin the lesson, give students with six strips of paper in six different colors. Specify one color and have students hold up the strip of this color. Tell students that this strip will represent the whole. Have students written one whole .

Next, ask students to pick a second strip, fold it, and cut it into two equal pieces. Ask them what they think each of these strips should be called one-half or . Have
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students label their strips accordingly using both the word and the fractional representation. Have students take out another strip, fold it twice, and divide it into four congruent pieces. Ask them what they think each of these strips should be called onefourth or . Have students label their strips using both the word and the fractional representation. Repeat this process of folding, cutting, and naming strips for eighths, thirds, and sixths. Have students take out their whole and ask, Which strip is of the whole? Then ask, Which strip is of the whole? Ask similar questions about 1/8, 1/3, and 1/6. Students should experiment with the strips until they are consistently arriving at the correct answer. Have students work in pairs to line up their fraction strips to find as many relationships as they can. For instance, they might notice that three of the 1/6 pieces are equal to four of the , or that two of the 1/3 pieces are equal to four of the 1/6 pieces. Have students record these relationships on paper. When they have finished, have them share the relationships they discovered. Record relationships on chart paper and discuss.

1/6 1/3

1/6

1/6 1/3

1/6

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Students will notice that one whole is the same as 2/2, 4/4, 8/8, 3/3 or 6/6. Another example includes the relationship between , 2/4, 4/8, and 3/6. Tell students that when fraction strips are the same length, they represent equivalent fractions. Students may also notice that for each of these fractions, the numerator is of the denominator. Record this relationship. So, from the explanation above, we know that paper strips are one of the materials to teach fractions. It helps students to explore the fractions. The pupils are more interest if the paper strips are colorful.

SUMMARY As a conclusion, the pupils need a suitable method to understand the concept of fractions. They need concrete models or pictorial models to improve their level of understanding on adding proper fractions with different denominators. So, I decided to use paper strips to add proper fractions with different denominators.

2.4 Review of related literature The purpose of my action research project is to improve the understanding of the concept of adding proper fractions with different denominators by using paper strips among Year 4 Iltizam pupils in SK Tasek Gelugor. This section will discuss about the
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researches and studies that proposed about the importance of concrete materials in teaching addition of proper fraction with different denominators. According to Mock, 1990, The development of students knowledge of fractions starts in primary school and progresses to secondary school. Although most of the fractional operations such as addition, subtraction, and multiplication are covered in primary school. Research suggests that students have a procedural knowledge of fractional operations rather than an understanding of underlying concepts (Mack, 1990). The pupils must understand the concept of the fractions first before they enter to study the basic operations on fractions., According to the Conaway, Betty; Midkiff, Ruby Have we taught fraction clearly to children? Can the concept of fraction be expressed much more clearly? My answer is that we have not been teaching children in a clearer way but thought it would be understood if we simply explain the meaning of fractions to them by drawing the diagrams. In this review of literature, the researcher found that most of the studies related to the use of manipulatives in all areas of mathematics.From the research article, I find that the drawing is played an important role in teaching fractions. So, one of the model that in picture form is paper strips. That is why I choose paper strips to adding proper fractions with different denominators. According to the Conaway, Betty; Midkiff, Ruby, As we know, the amounts represented by fractional numbers do not always have the same relationships as those expressed in whole numbers. For example, as denominators increase numerically, the portion represented by that fraction actually decreases in size when the numerator

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remains constant. So, the understanding of fractions is very important to improve the basic operations such as addition, subtraction, multiplication and division. Many teachers and educators appreciate the value of concrete materials in teaching and learning mathematics. However, for some teachers the purpose of using the concrete materials is not clear, and tends not to realize that students need structure for effective use of concrete materials (Lesh, et al., 1987a). According o Hall(1998), teaching using concrete materials generally begins with activities, whichaim to explore the properties of the materials. While manipulating the materials students are acquainted with the mathematical concepts. Then they start to use the materials systematically and move to a symbolic representation, which reflects the structure of the materials and their actions. The target procedure is completing an algorithm or problem solving sequence.

According to the Conaway, Betty; Midkiff, Ruby, If we look at the students, after students have experienced fractions through the use of pattening-block manipulatives and selections of childrens literature, ask them to write personal definitions for such fractions as . When students have worked with the manipulatives, seen illustrations in books (visual), and talked about relationships, their definitions will contain specific examples instead of simple repetitions of the definitions stated by teacher. So, I had decided to always recall the previous knowledge of fractions to explore addition of proper fractions with different denominators in deeply. In mathematics classes, different types of tools have been used to improve student achievement and develop students positive attitude toward mathematics. These

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tools have been classified and defined in different ways. According to Sowell (1974), there are three kinds of materials: concrete, pictorial,and abstract. Concrete materials can be moved around or manipulated by students.Materials that are basically visual and include pictures, diagrams and charts are defined as pictorial. Numerals and words are called abstract materials.

According to Schultz (1986) put concrete, pictorial, and symbolic models in the category of representational models. Blocks, sticks, chips, Cuisenaire rods and Dienes blocks are examples of concrete models. Pictures of the very same items represented on worksheets, textbook pages, papers or cards are examples of pictorial models. Numerals on worksheets, textbook pages, papers, cards, chalkboards, or bulletin boards are examples of symbolic models.

SUMMARY From the review of the researchers it is better use concrete models to increase the pupils understanding on addition of proper fractions with different denominators. So, I had decided to use paper strips as my instrument for my action research.

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3.0 RESEARCH OBJECTIVE / RESEARCH QUESTION

3.1 Research objective

The objective of my research was to improve the understanding on addition of proper fractions with different denominators by using paper strips among Year 4 pupils.

3.2 Research question

1. Does the paper strips improve Year 4 pupils understanding in addition of proper fractions with different denominators.

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4.0 TARGET GROUP

I will discuss about the school, Class, sample of my research, number of pupils for the research and pupils level that I choose for my action research to found the effectiveness of paper strips in addition of proper fractions with different denominators. My sample of my action research was Year 4Iltizam pupils in SK Tasek Gelugor. I was selected middle achievers which consisted of 5 girls and 5 boys for my action research. I was chosen both girls and boys because there were some differences in their level of understanding. I was chosen the middle achievers from the first monthly test that finished at the middle of the February. The pupils were able to understand the concept that I was taught them with appropriate method to their level of understanding. The sample for my research was from year 4 Iltizam class in SK Tasek Gelugor.

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5.0 ACTION TAKEN In this section I will discuss the method that I was used to achieve my objective. The methodology that I used for my research was teaching of addition of proper fractions with different denominators by using paper strips. This is simple method to make pupils understand the addition of proper fractions with different denominators. Paper strips is one of the concrete material that help the pupils to understand the concept of adding proper fractions with different denominators. As I stated above, the objective of my research was to improve the understanding on adding proper fractions with different denominators.

5.1 Research design I had given pre test to evaluate pupils understanding on adding proper fractions with different denominators. From the pre test, I had known the pupils level of understanding and prepare suitable lesson and exercises to the pupils level of
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understanding. I had observed pupils written solutions during the pre test. In between, I had intervention with the pupils. Here, I had found a lot of problems and difficulties that they faced in addition of proper fractions with different denominators. So, I decided to carry out my research by chosen a suitable method to improve the pupils understanding on adding proper fractions with different denominators. As I stated above, I had chosen paper strips as my instrument for my research. There were some steps that I had carried out my methodology. I had provided the paper strips to each pupil. Before that, I had demonstrated the way to use paper strips to add proper fractions with different denominators by using paper strips. Then, I had provided some questions to show their solution by using paper strips. Here, I had guide the pupils who were finding difficult in using paper strips. After that, I had prepared some worksheets with paper strips that related to addition of proper fractions with different denominators. The pupils were trying out the questions by their own. It was encourage the pupils to think of the paper strips. I had attached appendix c which contains my lesson plan that I had carried out for my research. In addition, I had taken about 3 weeks to teach the addition of proper fractions with different denominators by using paper strips. I am just taking two hours to teach the pupils (refer to the appendix c). So, totally I had taken two days per week to carry out my teaching and learning activities that related to the addition of proper fractions with different denominators. Moreover, I had given different level of exercises and also variety of activities to the pupils to each lesson to gain the pupils attention and to improve pupils understanding
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on addition of proper fractions with different denominators. I had given paper strips separately for each question for each pupil during my first and second lesson. Here, the pupils practice and try to add proper fractions with different denominators by using paper strips with my guidance. Then, the other lessons I had given paper strips in the question paper and ask the pupils to answer without guidance until them able to solve by using paper strips. I had taught the concept of fraction in my first lesson. Here, I want to recall back the basic of fractions such as introduce the fractional parts, equivalent fractions and basic operations in fractions. In my second lesson I had taught the methods in the fraction such as number lines, direct method and paper strips. I had taught the three methods to identified the methods that most effective to the pupils and also the methods that chosen by the pupils. From here, I can make sure the suitable method for the pupils. So, from the second lesson, I found that most of the pupils prefer to use paper strips as their method to add proper fractions with different denominators. Other than that, I had concentrate on paper strips method to make pupils understanding on adding proper fractions with different denominators. So, I had given more examples by using paper strips to add proper fractions with different denominators and ask the pupils to work out the same examples with my guidance. Then, I encouraged the pupils to add proper fractions with different denominators by using paper strips without my guidance.

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At the end of my lesson, I had given post test to the pupils to measure the pupils improvement from pre test to post test. It will be my final stage of my research to see the effectiveness of paper strips in addition of proper fractions with different denominators.

SUMMARY As a conclusion, the time that I had taken to taught addition of proper fractions with different denominators by using paper strips was suitable and enough to complete my objective of the lesson and also to achieve my research objective. I had conduct three lesson before gave the post test. The lesson that I had prepared also suitable for the pupils level of understanding.

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This flow of teaching and learning process that I had applied in my action research.

TABLE 1 : GANTT CHART WEEK 1 WEEK 2 WEEK 3

Chalk and talk Pre test The concept of fraction. Add proper fractions with different denominators by using number lines, direct method and paper strips. Add proper fractions with different denominators by using paper strips.

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Observation-pupils written solutions.

Figure 1 Example of use paper strips in adding proper fractions with different denominators.

1)

2 3

1 6 =

How to use paper strips? First, show 2/3 parts in the paper strips.

Then, separate into 6 equal parts.

Shade 1/6 part.

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Count all the part altogether and the shaded part.

The answer is 5/6.

6.0 DATA COLLECTION METHOD In this section I will discuss the method that I had used to collect the data for my research. This is important to get proper results for the research and to achieve my research objective. As I stated above, the objective of my research was to improve the understanding on adding proper fractions with different denominators.

6.1 Data collection method As I stated in chapter overview, I had gave pre test (refer to the appendix A) at the beginning of the class to know the pupils level of understanding in addition of proper fractions with different denominators. I also had gave the post test (refer to the appendix B) at the end of the class to measure the pupils understanding in adding proper fractions with different denominators by using paper strips and to knew the pupils improvement. I had given 25 minutes to pre test and post test. Other than that, I had observed my sample of pupils. I had observed the pupils during they did their written solutions. From the observation I had saw the pupils
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improvement and the area of weaknesses. So, I had prepared suitable exercises and worksheets with the pupils level of understanding. I had planned my lesson plan according to the pupils level of understanding and according to their needs. Here, they can actively involve in teaching and learning activities and can concentrate to the lesson. Then, I had guided the pupils who need some guidance in adding proper fractions with different denominators by using paper strips. They need more guidance because this was a new method in adding proper fractions with different denominators. Besides that, some teachers did not use the paper strips before to adding proper fractions with different denominators that is why the pupils were not familiar with paper strips. So, it was take few weeks to make the pupils understand on adding proper fraction with different denominators by using paper strips. The pupils were learned the method as fast as they can but some of them still had some problems in using paper strips to add proper fractions with different denominators. After 3 weeks, I had given a post test to the sample of pupils. They had done the test at the end of the class.

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The example here, show the examples of questions in pre test and post test that I had gave to the sample of my research.

Figure 2

Example 1 : Pre test Add these fractions. Express your answer in the simplest form. + =

Figure 3

Example 2 : Post test Add these fractions by using the paper strips that given. Express your answer in the simplest form. + =

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6.2 Analyze data I had given the pre test to the middle achievers of the class to measure their understanding on adding proper fractions with different denominators by using paper strips. I had chosen the middle achievers from the monthly test. I was record the marks of the pre test in the table to keep as my record to know the pupils improvement in post test and also to know the questions level that suitable or not for the pupils level of understanding. Then, I had observed the pupils written solutions during pre test. Furthermore, I had observed the pupils written solutions during they done their exercises and worksheets. From the observation I was saw the pupils behavior when doing the exercises by using paper strips. Here, I had observed them about three weeks to make sure their level of understanding on adding proper fractions with different denominators by using paper strips. Then, I was given some guidance to the pupils to encourage them in using paper strips to add proper fractions with different denominators. I had written the written solutions that I had observed as an evidence for my research. I am also was capture the pupils written solutions that I had observed. Finally, I had given a post test to the sample of my pupils. I gave the test after I had taught them. I gave the post test to make sure the improvement of the pupils on adding proper fractions with different denominators by using paper strips. Then, I had collect the marks and put in the table to compare the marks of pre test and post test. Here, I can see the pupils improvement and also the level of understanding in adding proper fractions with different denominators by using paper strips.
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SUMMARY I had decided to conduct pre test, post test and observation to collect the data for my research. So, I had done preparation to conduct the test and observation to get correct and accurate data.

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6.3 Table 2 : Table of analysis data Test Analysis data

Pre test (Marks)

I had given the test at the beginning before I started to teach them. This test to evaluate the pupils understanding in adding proper fractions with different denominators.

I had given the test for the middle achievers of the class.

Observation (Written solutions)

I was observed the pupils written solutions during class hour. I was observed each pupil in the sample of my research. The observation was to know the pupils improvement step by step. It was taken about three weeks to observe the pupils written solutions

Post test (Marks)

I had given the test after I finished taught them. This test to evaluate the improvement of the pupils understanding in adding proper fractions with different denominators.

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7.0 THE RESULTS OF THE STUDY I will discuss about the method that I was used to achieve my objective in this section. As I stated above, the objective of my research was to improve the understanding on adding proper fractions with different denominators. The methodology that I used for my research was teaching of addition of proper fractions with different denominators by using paper strips. This chapter will discuss about the findings from the data that collected from pre test, post test and interview. My sample for this action research is middle achievers in year 4 Iltizam in SK Tasek Gelugor.

a) Pre test and Post test I had given the pre test to my sample of pupils in year 4 Iltizam. The marks of the sample are as in appendix 1. From the marks, I am getting to know that most of the pupils are finding difficult to add fractions with different denominators. Some of the pupils straight away add both numerator and denominator and put their answer. Some other pupils still having confused in adding fractions because they are weak in basic of fractions. So, I had taught them the same topic to make them clearer. I had taught about three weeks with lots of exercises and guidance. After that, I had given post test to the same sample of pupils in class 4 Iltizam. Here I want to discuss about the performance of the pupils in my sample.

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7.1 Student achievement

I had collected my data from pre test and post test. Table 1 shows the result of pre test and post test of 10 students.

Table 3 : Results of pre test and post test

Students A B C D E F G H I J Total

Pre test 75 81 75 63 63 69 63 75 88 81 733

Post test 63 85 88 100 80 75 78 88 85 86 828

The difference -12 4 13 37 17 6 10 13 -4 5

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From the table I had found the mean for the marks. So, that I can see the achievement of the pupils.

Mean : Pre test

733 = 73.3 10

: Post test
828 = 82.8 10

The difference: 82.8 73.3 = 9.5

Pre test Mean 73.3

Post test 82.8

Difference 9.5

The difference about 9.5 shows the significantly higher improvement in post test compared to pre test.

Figure 4 Results of pre test and post test

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The table and the graph above showed the results of the pre test, post test and the difference between both pre test and post test marks. From the results, I want to discuss about the achievement of the sample of students.

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Eight pupils out of ten had some improvement from pre test to post test. Their marks were increased in post test. We can see their improvement from pre test to post test in the graph given. This was showed us that the pupils understanding in adding proper fractions in different denominators were increased by using paper strips. They can understand easily if we show something in pictorial form and will understand more if they do it by their own. The same concept was using in adding proper fractions in different denominators. The pupils here did the hands on activity by using paper strips on adding proper fractions with different denominators. So, they can find the idea to add proper fractions with different denominators and try to get the answer by using paper strips (hands on activity). Furthermore, two of the pupils from the sample of my research got low mark in post test than in pre test. The graph given shows it clearly. Pupil A got low mark in post test due to the lack of understanding in adding proper fractions with different denominators by using paper strips. She needs more explanation and exercises with guidance on adding proper fractions with different denominators by using paper strips. Other than that, I think maybe the method that I had taught not suitable to the level of understanding of the pupil A. So, I need to prepare the teaching and learning activities according to the pupil As level of understanding. The exercises also must relate to her level of understanding. So, that she can follow the teaching and learning activities on adding proper fractions with different denominators by using paper strips. Besides that, pupil I also got low marks in post test compared to pre test. It is because he did not able to understand to add proper fractions with different
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denominators by using paper strips. He prefers to use direct method to add proper fractions with different denominator because he familiar by using direct method during the previous lesson and their teacher also stress the direct method to them that is why he prefers to use direct method to add proper fractions with different denominators. He got wrong also although he use direct method to his written solutions in adding proper fractions with different denominators because he had problem in basic of times. So, the main problem for him was the times. I can saw his performance when I observed his work. He was finding difficult to change the different denominators to same denominators. It shows his area of weakness.

SUMMARY From the results, I am clear that most of the pupils around eight pupils can understand the concept of adding proper fractions with different denominators by using paper strips. Pupils can understand easily if they use paper strips on adding proper fractions with different denominators. It will be a basic for the pupils who are finding difficult in addition of proper fractions with different denominators. The table clearly shows that there was improvement in marks from pre test to post test. Table 4 Analysis Item of Pre Test

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Student A B C D E F G H I J

Pre test 75 81 75 63 63 69 63 75 88 81 Table 5

Post test 63 85 88 100 80 75 78 88 85 86

2 X X X X X

3 X X X

Items 4 X X X X X

5 X X X

6 X X X

7 X X X

8 X X

Analysis Item of Post Test

Student Pre test A B C D E F G H I J 75 81 75 63 63 69 63 75 88 81

Post test 63 85 88 100 80 75 78 88 85 86

2 X X X X

3 X X

Items 4 X X X

5 X X X

6 X X X

7 X X X

8 X X X

The table shows analysis items in pre test. Most of the pupils got correct in question 1 in pre test and also post test. It means pupils able to answer the question 1 and it was suitable to the pupils level of understanding. The pupils able to add proper fractions with different denominators by using paper strips. Other than that, most of the
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pupils its about 5 of the pupils got wrong in item 2. It shows that pupils were finding difficult on item 2 because the question quiet difficult from question 1. There a little bit improvement of item 2 in post test. Here only 4 of them got wrong and the others got correct in item 2. In addition, there were three of the pupils got wrong in pre test and only two of the pupils got wrong in post test in item 3. It means question three was suitable to the sample of my research. They were able to answer the question. Next is question 4. Five of the pupils got correct in question 4 in pre test and it was improved to seven pupils in post test. Now, we look at the question 5, 6 and 7. Seven of the pupils got correct in pre test and post test. It shows that question 5, 6 and 7 was suitable for all in my sample of research. Then, question 8. This is the last question in the test paper. Eighth of the pupils got correct in pre test and it decreased to seven pupils in post test. It shows that Pupils were able to understand the questions and answer the questions. It shown that the item is simple and easy.

SUMMARY Overall, the items that I put in pre test and post test were simple and easy. It is also suitable and according to the pupils level of understanding.

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7.2 Analysis of observation I will discuss about the qualitative part of my research. I had done observation as my qualitative part. I had observed the pupils written solutions during they done their exercises and worksheets given. In this section I discuss the observation based on written solutions during pre test, post test and teaching and learning activities. There are many strengthens and weaknesses for each pupil on adding proper fractions with different denominators by using paper strips.

Student D Student D had scored 63 marks in pre test and his score increased to 100 marks in post test. She had increased about 37 marks in post test. It is a big improvement to this pupil and a big achievement of my research. He is middle achiever of the class and he always got low marks in math and not so good in times but he can scored 100 in post test. I can measure his improvement step by step because I had observed him during he done his exercises in classroom. She was straight away adding proper fractions with different denominators without looking at the denominators. Student D will add the numerator first then followed by denominator. The student was not looking at the denominators although different. This was showed that there was lack of knowledge on adding proper fractions with different denominators.

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After that, I had taught the student to add proper fractions with different denominators by using paper strips. I gave special attention to the student because the student needs some guidance at first. Student D finding difficult to understand concept of mathematics. I had given a lot of exercises according to the student Ds level of understanding on addition of proper fractions with different denominators. After I finished taught student D, I had observed again student D during she done her written solutions. Here, Student D will look at the denominators first. Then, the students was try to change the different denominators to same denominator by using direct method and student D cannot got the idea to change the different denominators to same denominators. Then, student D was try to use paper strips to add proper fractions with different denominators and successfully student D can add proper fractions with different denominators by using paper strips. So, she was decided to use paper strips to answer all the questions that related to addition of proper fractions with different denominators by using paper strips. Besides that, student D interest to learn addition of proper fractions with different denominators by using paper strips and student D was done all the exercises that I had gave. This student also gave her full attention during the teaching and learning activities.

Figure 5 : Written solutions of pre test : Before I taught addition of proper fractions with different denominators for student D.
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Figure 1 shows the written solutions of student D. It was showed that she was straight away adding proper fractions with different denominators without looking at the denominators. Student D will add the numerator first then followed by denominator. The student was not looking at the denominators although different.

Figure 6 : Written solutions of post test : After I had taught addition of proper fractions with different
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denominators for student D.

Student D was try to use paper strips to add proper fractions with different denominators and successfully student D can add proper fractions with different denominators by using paper strips. Student D also showed her interest to learn addition of proper fractions with different denominators by using paper strips and student D was done all the exercises that I had gave by using paper strips.

Student A Student A had scored 75 marks in pre test and his score decreased to 63 marks in post test. She had decreased about 12 marks in post test. First she straight away adds the numerator without looking at the denominator. Then, she looks to the denominator to be
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added. She got correct if the denominator is same but she got wrong if denominator is different. This is because she did not know what she should do if the denominator is different. Then, I had guided her that she has to change the different denominator to same denominator. Here, still she cannot understand what I had taught because she was weak in times. So, she did not have the idea to change the different denominators to same denominators. After that, I had taught the addition of proper fractions with different denominators by using paper strips. She can answer the question by using paper strips if I guided her. Later, she will forgot everything and wait for me to guide. She was able to add the proper fractions with different denominators by using paper strips. I had look at her work during the exercises. She was good in separating the parts in paper strips and she was told that the method is easy for her. Sometimes she got wrong although she was able to add proper fractions with different denominators by using paper strips. This is because she was not concentrate during I am teach and she did not do the exercises that I gave.

Figure 7 : Written solutions of students A in pre test

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Figure 8 : Written solutions of students A in post test

Figure 1 and figure 2 shows the mistakes and the misconception that made by student A in pre test and post test. It shows that this method was not suitable to the level of understanding of student A.

Student I Student I had scored 88 marks in pre test and his score decreased to 85 marks in post test. Student Is mark reduced to 85 in post test. It was not too low marks but it shows the students level of understanding on adding proper fractions with different denominators by using paper strips. Her marks decreased about four marks in post test
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compared to pre test. I had observed her during she done her written solutions in the classroom. First, she was wrote the questions in vertical form to make her to add proper fractions with different denominators easily. Student I was looking at the denominators of the fractions before add. Then, Student I was tried to change the different denominators to same denominators. She understands the concept but she was finding difficult to change different denominators to same denominators. This is because she was weak in times. So, she need times table to change the different denominators to same denominators. It was make the student to took too much of time to add proper fractions with different denominators. Then, I had taught student I about addition of proper fractions with different denominators by using paper strips. I had guided her to use paper strips during the exercises. I had observed her after I finished taught her addition of proper fractions with different denominators by using paper strips. As usual, student I was looking at the denominators to separate the parts in paper strips. Then, she was looking at numerators of the fraction. Here, she was shaded the parts in the numerators in the paper strips. Then, she was count the parts to put as an answer for the addition of proper fractions with different denominators. She was finding easy when using the paper strips to add proper fractions with different denominators. Student I got reduced 4 marks in post because she was made mistake when counting the shaded parts and also when separating the parts. This was showed her

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careless during the written solutions. Other than that, there were also some questions that not suitable for student Is level of understandings.

Figure 9 : Written solutions of students I in pre test

Figure 10 : Written solutions of students A in post test

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8.0 CONCLUSION I had my research on adding proper fractions with different denominators. I had plan how I want to carry out my research at school. My lecturer, Mr.Abdul Razak gives
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a lot of guidelines to carry out this action research. I was faced some problems at first on choosing the topic for my research. Then, after I entered to school for my practicum, I decide to had my research on adding proper fractions with different denominators. This is because I found most of the pupils find difficult to add proper fractions with different denominators. I had refers books that related to the topic and also surf internet to get the informations for my research topic. After the discussion with my lecturer and my teaching and learning experience I had decided to use paper strips/fraction strips to teach addition of proper fractions with different denominators. So, I had prepared a lesson as a planning to carry out my research topic. The effectiveness of using paper strips/fraction strips in adding proper fractions with different denominators was the main aim of my action research as I planned in my proposal. Besides that, I had carried out my action research as I planned in my proposal. As I planned I had gave pre test, post test and observation as my source for collecting data. Then, from the data I had analyze it and got the results for my action research. From the research I had to know that most of the pupils were finding difficult in adding proper fractions with different denominators especially by using direct method. This is because the pupils need to master the times and also equivalent fractions to add proper fractions with different denominators. As an easier and faster method, I had decided to use paper strips to add proper fractions with different denominators. The pupils understanding on adding proper fractions with different denominators were good if they use paper strips. This is because
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they have to separate the parts according to the questions and they can see the question in pictorial form. Then, it will be easier to the pupils to add proper fractions with different denominators by using paper strips. So, it was proved that the paper strips to add proper fractions with different denominators was more effective and according to the pupils level of understanding.

9.0 SUGGESTION FOR THE FUTURE RESEARCH I will discuss about the suggestion for the future research by correcting the weakness of current research that I had done. As I stated, the objective of my research

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was to improve the understanding on addition of proper fractions with different denominators by using paper strips among Year 4 Iltizam pupils.

9.1 Suggestions As I stated above I had use paper strips on adding proper fractions with different denominators. I was use paper strips to measure the pupils understanding on adding proper fractions with different denominators. I had chose paper strips because it will be a hands-on activity when they using the paper strip. In addition, it will be also one of the pictorial model easily can get pupils interest and attention. So, I had decided to use paper strips and finally I had achieved my research objective. Furthermore, there were some misconceptions by using the paper strips although I had achieved my research objective. The mistake was I did not give paper strips separately to each question and I am just put the paper strips in the question paper. Here the pupils were only draw the parts and shade the parts. I think it will be more effective if I give paper strips separately for each question. This is because the pupils can touch the paper strips and have a hands-on activity by folding it into the parts.

Other than that, I should ask the pupils make own paper strips and ask them to use the paper strips to add proper fractions with different denominators. It will increase pupils confidence to use paper strips in addition of proper fractions with different denominators.
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Moreover, I should concentrate on convert the paper strips method into the symbolic notation or algorithms. This is because the pupils need to improve themselves adding proper fractions with different denominators by using algorithms without using paper strips. In the future research I want to concentrate on symbolic notation or algorithms. As a conclusion, the weaknesses that occur in this action research should be corrected and improved especially in terms of methods to get an accurate results in the future research.

7.0 Bibliography Children's Constructions of Fractions and their Implications for ... by BS DAmbrosio 1994

Conaway, Betty; Midkiff, Ruby BostickSource: http://www.articlesbase.com/k-12-education-articles/how-to-teach-fractions665505.html( April 01, 1994)

Concrete Materials and Teaching for Mathematical Understanding ... by PW Thompson

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Hall, N. (1998). Concrete representations and the procedural analogy theory. Journal of Mathematical Behavior, 17 (1). 33-51.

Lamon, S. ( 1999 ). Teaching fractions and ratios for understanding: Essntial content knowledge and instructional strategies for teachers. Hillsdale, NJ:Erlbaum.

Lesh, R., Post, T., & Behr, M. (1987a) Dienes revisited; Multiple embodiments in computer environments. In I. Wirzup & R. Streti (Eds.), Development in school mathematics around the world (pp.647-680). Reston, VA: National Council of Teachers of Mathematics.

Mack, N.K. (1990). Learning fractions with understanding . Journal for Research in Mathematics Education, 21, 16-32.

Reston, VA: Author.National Council of Teachers of Mathematics. ( 2000 ). Principles and standards for school mathematics.

Schultz, K. A. (1986). Representational models from the learners perspective. Arithmetic Teacher, 33(6), 52-55.

Sowell, E. (1974). Another Look at materials in Elementary school mathematics. School Science and mathematics, 74(3), 207-211.

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