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1.0 Introduction
This chapter discusses the background to the study, the perceived problem, evidence of the
problem, problem diagnosis, causes of the problem, purpose of the study, objectives of the study,
research questions, and significance of the study, delimitations of the study and organization of
the study.
The development of a Nation depends very much on science and Technology. One aspect of
Education is geared towards the tuning of the minds of pupils to certain aspects of life in every
sphere of life. Human resources have been identified as the most important factor for the
not partial, so as to enable other factors like capital and land to be mobilized for sustainable
development.
The word fraction comes from the Latin word fragere meaning to break. Fractions result from
breaking a unit into a number of parts but the parts must be equal. The general term associated
with fraction is division or in simpler terms ratio. According to Word Book Encyclopedia (WBE)
fraction in arithmetic generally stands for the number of equal parts into which something has
been divided. There are fractions with same denominators, these fractions are called equal
fractions, some fractions too have different denominators and they are also called unlike
fractions.
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The Cuisenaire rods are a set of rods which is made up of one centimeter square (1cm2) with
different lengths. It is usually made up of a piece of wood smoothly planed with the cross-section
cut measuring 1cm *1cm *1cm of different length and colour. The length varies from 1cm to
In the early 1950s, Caleb Gattegno popularised this set of coloured number rods created by the
Belgian primary school teacher Georges Cuisenaire (1891-1976), who called the rods rglettes.
In the basic school curriculum, one of the most interesting subjects is mathematics. Over the
years, the subject has captured the attention of many people including geographers, scientist,
historians, psychologists and business oriented personnel. This implies that the subject does not
have a precise definition; Parling D. (1982) defines mathematics as a way of finding answers to
problems - a way in which we use information, our knowledge of shapes and measurements as
The research was conducted in E P College of Education Demonstration Primary School located
in Bimbilla, of the Nanumba North District in Northern part of Ghana. The school has a student
population of about one thousand and sixty-five (1065). The school is also resourced with a staff
population of fourteen (24) teachers comprising sixteen (16) male teachers and eight female
teachers. Bimbilla is predominantly a trading and farming center in Ghana with a number of
school drop outs youth which might be one of the consequences of indiscipline exhibited among
pupils in the area. Due to the business and farming activities of the people in Bimbilla, some
parents not attach serious attention to their wards education. As such, most of the youth are
The parents therefore prefer their children helping them in their business activities to attending
school. Majority of the people in this area is made of illiterates which also results in poor or low
2
attitude towards education. Even though some of the parents were literates, there were others
who preferred taking their wards to the farm instead of taking them to school. The community
has a market day which falls within the school days specifically on Thursdays. Due to this, most
pupils prefer going to the market instead. The few ones who were regular in class were facing the
problem of identification of unlike fractions. The problem manifested itself when about (80%)
eighty percent of the class were unable to solve the questions presented to them.
learning other related topics in Mathematics syllabus. Even though the topic is very important in
facilitating the understanding of other related topics, most teachers resort to the use of wrong
methods of teaching and at times not using teaching / learning materials at all. This makes the
topic identification of unlike fractions very complicated for pupils to understand. Upon
critically examinations, it came to light that the previous teacher taught them without using
concrete materials. It also came to light that, some of the teachers concentrate their lesson on
only brilliant pupils and those pupils who are not academically sound, were not motivated. It was
upon these findings that the researcher decided to help pupils understand the concept of unlike
fractions by choosing the Cuisenaire rods and fractional board in solving the problem of
The researcher after a series of discussions with her colleague teachers and some pupils realized
that the understanding of pupils in the topic of addition of fractions was very low. The researcher
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thereafter decided to design a vigorous research strategy to discover comprehensively diagnose
Upon interview conducted by the researcher, it was revealed that the teachers do not use TLMs
in teaching.
Researchers own observation showed that most of the teachers do not use the right method and
techniques of teaching. Upon a class tests conducted by the researcher, it indicated that pupil do
Evidence from the test: The researcher after delivering a lesson on the addition of fraction with
different denominators (unlike fraction) conducted a short test. The results for the test taken by
the student revealed that about 90 % of the pupils could not obtain the average score. The results
obtained from this activity showed that the problem was not only peculiar to class five pupils of
Documentary Evidence: results of pupils for first and second terminal examination indicated
Evidence from interview: upon the interview conducted by the researcher on the pupils
understanding of the concept of unlike fractions, it showed that most of the pupils were not able
The researcher identified the following as the probable causes to the poor understanding
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1. Pupils were not taught the concept of unlike fractions in the previous class (class four).
2. Pupils parents do not support them to their homework due to their engagement on
trading activities, farm work and also the fact that most of them are illiterates.
4. The teaching methods employed by the teachers were not pupil centred.
The purpose of the study is to identify the causes of pupils inability to identify unlike fractions
and helping pupils to improve using the Cuisenaire rods and the fractional board.
3. To use Cuisenaire rods and fractional boards to help solve the problem.
In the attempt of designing an intervention for the problem of identification of unlike fractions,
2. How can the Cuisenaire rods and the fractional board be used to improve on the pupils
performance?
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3. How has this problem affected pupils academic performance?
The teachers on the other will not be left out because it will help them to equip themselves with
the knowledge on how to prepare their teaching and learning materials and uses of modern
methods of teaching topic with ease. This study also portrays the importance of using teaching
and learning materials in lesson presentations. This ensures easy and lasting understanding of the
concepts taught. It also saves the teacher the time of giving lengthy talks; hence teachers will be
This material will also be of immense benefit to the educational sector. It has been said that,
education is the key to success of every nation, therefore, when pupils are performing creditably
It will also serve as literature for other teachers and students under taking research in
1.10 Delimitations
This study is concerned with helping pupils to identify of unlike fractions through the use of
Cuisenaire rods and fractional board and is also confined to only E P College of Education
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1.11 Organization of the Study
For every activity to go on successfully without deviating from its target there has to be some
laid down procedure that will continuously serve as a guide towards achieving its objects. In the
Chapter one of the study comprises the background of the study, the perceived problem, problem
diagnosis, evidence of the problem, purpose of the study, objectives of the study, the research
questions, significance of the study, delimitations of the study and finally the organization of the
study.
The next chapter reviews the related Literature. It talks about what other scholars have said
about the topic in question and the source of information from journals, magazines, or subject.
The third chapter deals with the research methodology, research design, population and sample
selection, research instruments used for the study, data collection procedure, limitations and data
analysis plan.
Chapter four also talks about how the information gathered has been presented, the results of the
study and its discussions. The final and the concluding chapter of this work talks about the
summary of the work, conclusion and recommendations for future research work.
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CHAPTER TWO
2.0 Introductions
This chapter focuses on related literature. It comprises of five main subheadings. These are (1)
Issues in Mathematics (2) The concept of fractions (3) The concept of unlike fractions. (4) The
use of concrete materials in teaching unlike fractions. (5) Concrete materials used in the teaching
processes.
In mathematics, fractions from the Latin word is (fractions) meaning to (break). Fraction is a
way of expressing a number of equal parts. Fractions consist of two numbers; a numerator and a
denominator. The numerator gives the number of parts that were taken out and the denominator
represents those parts that make the whole. For instance 34 could be used to represent three (3)
Copeland (1967) defined fractions as symbols or numerals that represent a set called the
fractional numbers; and that in the simplest sense a fraction may be thought of as a broken part
of some whole. He interpreted fractions as (i) parts of a whole, (ii) parts of a set of objects as well
as parts of a single unit, (iii) indicators of division, (iv) indicators of comparisons and (v)
numerals.
D' Augustine (1968) supported the views of Copeland (1967) and further expressed a fraction in
the form where a and b name whole numbers; and where a is called the numerator and b the
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denominator. Other writers (Collier & Lerch, 1969; Fellr & Phillips, 1972; Gerber, 1982;
Kinney, Marks & Puidy, 1965; May, 1970) supported the definitions and the attributes of
fractions expressed by Copeland. However, Fehr & Phillips (1972) and Gerber (1982) thought it
is difficult to maintain the distinction between the use of the words 'fraction' and 'fractional
numbers'. D' Augustine (1968) argued that even though it is not appropriate to introduce the
child to the definition of fractional numbers in his early intuitive explorations, the basic
definition should always play a role in the teacher's presentation. May (1970) added that the fact
that the real meaning of fractional numbers cannot be taught until a student's comprehension
The mathematics textbooks for the basic schools, Ghana Mathematical Series, Primary
Mathematics, Pupil's Book One to Three (CRDD 1991, 1987) introduced fractions as part of a
whole and as part of a set. Extensive use is made of shaded congruent portions of geometrical
shapes, pictures and the number line in illustrating the meaning of fractions. Significantly,
however, is the absence of the use of 'numerator' and 'denominator' in these books. The Ghana
Mathematic Series, Primary Mathematics, Pupil's Book Four to Six (CRDD, 1987), revise and
emphasize the concept of fractions as a part of whole and part of a set. The Ghana Mathematics
Series, Junior Secondary School, Pupil's Book One (CRDD, 1987) uses the number line
extensively to consolidate the concept of fractions as part of a whole. This textbook and the
Pupil's Book Four to Six (CRDD, 1987) used the terms 'numerator' and 'denominator' without
defining them.
According to Asafo Adjei, R (2002), fractions like decimals and percentages are number ideas
that are not whole numbers. He went further by saying that, we can look at fractions along three
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perspectives; fractions as part of a whole unit, fractions as part of a group and fractions as a ratio
Streater, Hutchison and Hoelzle (2002) defined fractions by saying that, whenever a unit or a
whole number or quantity is divided into parts, we call those parts fractions of the unit. They
justified their point by dividing a whole into a named portion or parts and then take off the
mentioned part from it. For instance,25 here, the top number shows how many of the units were
taken and the number below shows the total number of parts that made the unit.
According to Asarfo Adjei (2002), the term unlike in made up of two words which may be
interpreted as equal in values. Unlike fractions are equal in value. He further stated that, unlike
fractions are fractions which repeat the same number but have different names. For example,
Buchanam (1992), explained unlike fractions as ratios of the same value. They illustrated their
point by saying that, if a whole number is divided into four equal halfs, half of it is the same
as24. They therefore concluded that, fractions such as12, 24, 36, 48 etc are example of
unlike fractions.
Hoelzle (2002), also mentioned that, unlike fraction is fractions whose cross products are
equal. They proved their point with some examples,24, and 48 and 324 etc. They therefore
concluded that, since the cross products of two ratio are the same, hence their definition.
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In the view of various definitions, it could be concluded that for any number (n), multiplying a/n
has the same value as the original number: for instance, lets consider the fraction 24 which is
unlike to12.
Several writers (Beavers, 1985; Booth, Dossey, Randull & Smith, 1992; Collier & Lerch, 1969;
Demana & Leitzel, 1984; Hoelzle, Hutchison & Streeter, 1995; Shuard & Williams, 1988) outlined
procedures for adding fractions with like and unlike denominators. To add two fractional numbers
with the same denominators, the numerators should be added, and the sum placed over the common
denominator. To add fractional numbers with different denominators; we should use the least
common multiple concept to first express the fractions as equivalent fractions with common
denominators. The numerators of the resulting fractions should be added and the sum placed over the
common denominator. The learner is cautioned to simplify the resulting fraction when necessary.
Worked examples were given in all cases to explain the application of the concepts. However,
Beavers (1985) and Gerber (1982) offered more diagramatic illustrations in introducing these
concepts.
Reekzeh (1983) advised teachers to do early problem - solving work involving addition and
subtraction of fractions with like denominators on exploratory level, using manipulative materials,
drawings and visual models. D'Augustine (1968) shared the views expressed by Ganoe el af (1983).
He stated that the utilization of a number line offers an advantage over most other models we might
choose. He argued that the number line is readily adapted for sums of fractional numbers less than or
It is worthy to note that the number line and shaded geometric shapes were used to introduce the
concept of addition of fractions involving like denominators to pupils in the Ghana Mathematics
Series, Primary Mathematics, Pupil's Book Three (CRDD, 1987). Worked examples are illustrated
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with diagrams. The concept is not consolidated in the Pupil's Book Four (CRDD, 1987) by way of
further discussions. Practice exercise on addition of fractions involving like and unlike denominators,
nevertheless, have been given to pupils to do. Treatment is given to the addition of fractions
involving like and unlike denominators in the Pupil's Book Five (CRDD, 1987). Worked examples
have no diagrammatic illustrations. The concept of the least common multiple is used to rename
given fractions into equivalent fractions with common denominators. The numerators of these
equivalent fractions are added and the sum placed over the common denominator. In the Ghana
Mathematics Series, Primary Mathematics, Pupil's Book Six (CRDD, 1987), under the heading
'Addition and Subtraction of Rational Numbers', definition for the least common denominator and its
application are discussed. This discussion was followed by practice exercises involving like and
unlike denominators for pupils to do. Worked examples are not given for pupils to study. The Ghana
Mathematics Series, Junior Secondary School, Pupil's Book One (CRDD, 1987) introduced only
addition of fractions involving unlike denominators with a few worked examples. The concept of the
least common multiples to rename the given fractions into equivalent fractions with common
denominators was used. The numerators of the equivalent fractions were added and the sum was
Kinney, Marks & Purdy (1965) stated that in the addition of fractions, careful teaching is required to
avoid errors such has adding both numerators and denominators. They stated that such difficulties
may be avoided by effective selection of experiences whereby pupils name sums by the use of
materials and adding fractional numbers is related to adding whole numbers with pupils.
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2.5 The causes of Pupils Inability to Add Fractions with Different Denominators
Perish (1998), writes that children experiences difficulty with addition of fractions with different
denominators because they do not have the same everyday experiences of fractions as two
natural numbers instead of a single number. They wrongly attributed properties of operations
Hasemann (2004), conducted a research on the difficulties pupils have with addition of fractions
with different denominators by using paper shading. Sample of thirty pupils between 11 15
years were tested on addition of fractions. The test included diagrams, word problems and
computational problems. The analyses were designed to find out the specific problems and
difficulties of these children. It was show that most children applied the number rules to
Murray and Newstead (1197), found that elementary school pupils in south Africa have a poor
understanding of adding fractions with different denominators when even the teacher uses paper
The way and sequence in which the content was presented to the pupils. Pupils are exposed to a
limited variety of fractions (only halves and quarters) and the use of pre partitioned
manipulative. A classroom environment in which the pupils are many the teacher cannot monitor
all pupils when they are using the paper shading as their teaching aid.
The use of concrete materials in the teaching of unlike fractions in the basic schools has been
identified as the most effective and efficient way of helping pupils to learn a worthwhile
mathematical concept. Over the years, several mathematicians, educationists, psychologists and
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many other scholars have been talking about the dangers involved when children are taught in
abstract terms.
According to Piaget, (2002) children under the ages of (7 12) fall under concrete operational
stage of his developmental stages. Such children can mentally manipulate objects so long as they
are concretely present. They must also be taught in an attribute or a concept at a time. The use of
concrete materials should therefore be the ultimate concern of the teachers if they really want
An American Psychologist called Jerome Brunner (2001) also commented on the use of concrete
According to him, children and adults go through three main stages when they are learning
mathematical concept. These stages are Enactive, I conic and symbolic stages. That is, pupils
taking part or performing a given task, identifying number or figures or subjects using symbols
and the children being able to communicate symbolically respectively. Most JHS pupils
especially form two (2) pupils fall under the Iconic stage of Brunners developmental stages.
Here, they can make mental manipulations of objects but may not be able to manipulate them.
Children under this stage therefore need concrete materials to interact with so that they can make
Dienes (1982) in his theory The principle of multiple embodiment suggested that learning
should begin from known to unknown, simple to complex and concrete to abstract if teachers
want to help their students to learn a worthwhile mathematical concept. He also mentioned that
the concept to be learnt is embodied in several models which the child would have to work with.
He therefore implored teachers to first think of concrete materials whenever new concepts are
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Skemp (1985) also added that, the childs primary concepts are built on sensory experiences like
seeing, feeling, tasting and half (12) may be defined as or formed in the childs mind by seeing
different whole objects being divided into two (2) equal halves or parts. By so doing, children
can develop a picture of in their minds. It is, therefore, the duty of teachers to provide children
with many concrete examples or materials when teaching in order to help pupils to understand
Several concrete materials and teaching techniques have been identified as effective in the
teaching of the concept of unlike fractions. Examples of such teaching materials are: the use of
sets and squares, paper folding technique, number line, the use of Cuisenaire rods and fractional
boards.
Cuisenaire rods have been identified as one of the best concrete materials used in the teaching of
the concept of unlike fractions. The rods are mostly used in the basic schools as well as other
higher levels of educational institutions. The rods were named after the inventor, Georges
Cuisenaire. In the system, there are ten (10) rods measured in centimeters which are from one (1)
This is a geometrical drawing on chart Asafo Adjei, (2000). In other words, the fractional
board is a rectangular board which has been divided horizontally into equal intervals or fractions.
15
The numbering starts from one whole and reduces in the following patterns: 1, 12, 13,
1 1 1 1 1
4, 6, 8, 12, 16,.
The concluding part of the chapter which is the use of Cuisenaire rods and fractional board used
According to Piaget, (2002) children under the ages of (7 12) fall under concrete operational
stage of his developmental stages. Such children can mentally manipulate objects so as they are
concretely present.
Also, according to Jerome Brunner (2001), the use of concrete materials in the teaching and
learning of mathematics is important. According to him, children and adults go through three
main stages when they are learning mathematical concepts. The stages are Enactive, Iconic and
symbolic.
Brunner commented that, pupils should be taking part in performing a given task, identifying
figure or numbers or objects using symbols and pupils should be able to communicate
symbolically. Most primary school pupils especially Basic Five (5) class fall under the Iconic
stage of Jeromes developmental stage, therefore, children under this stage needs concrete
materials to interact with so that they can make meaning in what they learnt.
Again, Skemp (1985) commented that, the childs primary concepts are built from sensory
experiences like smelling, tasting, feeling and so on. He said that, it is therefore the duty of
teachers to provide children with many concrete materials when teaching in order to help pupils
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Last but not least, Dienes (1982) in his theory The principle of multiple embodiments also
suggested that, learning should begin from known to unknown, simple to complex and concrete
to abstract.
Dienes therefore implored teachers to use concrete materials to teach pupils for better
understanding of the concept of mathematics. Also, Kozma (1999) stated that, learning process
involves extracting information from the environmental and integrating it with the information
already stored in memory. This means that, teachers should teach pupils with examples from
2.10 Summary
The chapter started with issues in mathematics education which needs to be taken seriously if we
The chapter proceeded to the concept of fractions and unlike fraction respectively. Here, the
researcher considered what some various scholars in the field of mathematics have said about the
two concepts which form an integral part of this project. The researcher also considered the use
of Cuisenaire rods and fractional board which are both concrete materials used in the teaching of
mathematics.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter deals with the methodology aspects of the research work. It comprises of sub
headings like: Description of research area, Research Design, Population and Sample Selection,
Research Instruments, Data Collection Procedure, Limitation to the study and Data Analysis
Plan. The chapter finally ends with the summary of the methodology process.
The study is conducted in EP Demonstration Primary School. The school was established as a
demonstration school for teacher- trainees from the E P College of education in Bimbilla of the
Nanumba North District. Bimbilla is predominantly a trading and farming center in Ghana with a
number of school drop outs youth which might be one of the consequences of indiscipline
exhibited among pupils in the area. Due to the business and farming activities of the people in
Bimbilla, some parents not attach serious attention to their wards education. As such, most of
the youth are engaged in politics, chieftaincy litigations and petty trading.
The parents therefore prefer their children helping them in their business activities to attending
school. Majority of the people in this area is made of illiterates which also results in poor or low
attitude towards education. Even though some of the parents were literates, there were others
who preferred taking their wards to the farm instead of taking them to school. The community
has a market day which falls within the school days specifically on Thursdays. Due to this, most
pupils prefer going to the market instead. The few ones who were regular in class were facing the
18
problem of identification of unlike fractions. The problem manifested itself when about (80%)
eighty percent of the class were unable to solve the questions presented to them.
This is the overall plan that the researcher used to obtain answers to the research questions. The
design specifies how the researcher collected and analyzed the data relating to pupils problems.
The research design employed in this work is an action research design. Action research is a kind
of research which involved identifying specific problem and finding immediate solutions to the
problem. Cohen and Manion (1996) saw action research as on the spot procedure designed to
deal with a concrete problem located in an immediate situation. Simply put, action research
involves finding workable solutions to the problem(s) that were identified in our daily activities
or situations which happen in the classrooms or schools. The researcher chose this type of design
(i) It will help in understanding what goes on in the teaching and learning processes.
(ii) It enhances the teacher professional status and improves his or her performance in
the practice.
(iii) It provide teachers with the opportunity of acquiring a better understanding of all
(iv) It also equips teachers with various methods and approaches that best suit the
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Despite the numerous benefits, one could derive from embarking on an action research; there are
still some short comings that one is likely to encounter when he or she undertakes an action
research.
(ii) It is sometimes very difficult to get the sample selection and population.
(iii) Sometimes, people feel reluctant in giving some accurate information that would
3.3 Population
The subheading of this study talks about the people involved in the work termed population
and those that were actually used for the study is the sample selection. It talks about the selection
procedure and where the research took place. Ninety (90) respondents were used constituting 85
pupils and five (5) teachers. These constitute the population for the study.
Thirty (30) respondents were sampled. Out of the thirty (30) respondents, twenty five (25) pupils
were sampled using random sampling technique and five (5) teachers were also sampled using
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3.5 Research Instruments
The research instrument employed was the use of observations, test items and interview which
3.3.1 Observation
Observation involves looking at and listening to an action of a person in a given situation with
attention and concentration. The researcher observed the pupils by watching and listening to the
way pupils asked and answers questions. The researcher realised that pupils have problem with
addition of unlike fraction and decide to institute other research instrument to enable him to
The test items are the issuing of questions given to pupils to give responses based on the
demands of the questions. The test was use to find the pupils problem called the pre-test. After
the pre-test and intervention was administrate which was followed by another test to ascertain
whether there has been a change or not, this test is known as the post-test.
3.3.3 Interview
Interview as an instrument for collecting data was also used to determine the pupils ability to
understand the addition of unlike fractions. The interview was the semi structured type. Specific
probing questions were use in the course of the interview to diagnose feelings of pupils about
questions and issues. The interview was conducted on one to one basis on get individuals
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Responses were recorded in every interview done. Samples of interview questions used can be
This part of the study highlights on the techniques that were used in the collection of data.
Within the techniques, activities were planned, implemented and monitored for a period of time.
The technique used in the collection of data was constantly monitored. They were pre
This aspect of the study talks about the methods that the researcher adopted and used in
fractions. At this stage, the researcher diagnosed and designed a test for the pupils. Below are the
(a) 12
(b) 18
(c) 28
(d) 36
(e) 48
(f) 24
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Table 1: Scores obtained by pupils in the Pre Test
10 0 40.00
5 1 20.00
5 2 20.00
3 3 12.00
1 4 4.00
1 5 4.00
Total 25 100%
From the table above, ten (10) pupils representing forty percent scored 0 marks, five (5) pupils
representing 20 percent scored 1 mark, five (5) pupils representing 20 percent scored 2 marks,
three (3) pupils representing 12 percent scored 3 marks, one (1) person representing 4 percent
This has to do with the strategies planned and implemented by the researcher to solve the
specific problem identified. The researcher planned a holistic concrete approach as the
With the fractional board, the teacher hanged the board in the middle of the black board so that it
could be seen by all the pupils. Here, the teacher put a rope on the ONE WHOLE line and
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pupils recognized that one whole is equal to two of the halves downwards the teacher then traced
the rope downwards to the half (12) line and asked pupils to identify the number of quarters that
were unlike to . Pupils at this point realized that two of the quarters were equal to a half
(14 + 14 = 12).
Tracing the rope downwards, the pupils also saw that, the same line was occupied by four (4) of
the 18 and eight of the116. Here, the pupils developed the idea that = 24 = 24 = 48
= 816. In the same way, by counting the space on each strip on the fractional board, the pupils
recognized that, 22 = 33 = 44 = 66 = 88 .
Similarly, this is how the Cuisenaire rods were used in teaching. With those rods, the teacher
took pupils through a familiarization exercise, that is, pupils were made to interact with the
materials by comparing the colors and lengths of each rod. The teacher then asked pupils to
choose the orange rod and the dark green rod to represent a whole.
Pupils at this point recognized that: Orange Rod + Dark Green Rod = 1 Whole. Two brown rods
= 1 whole.
These colour observations were then turned into fractional statements as;
(i) A brown is one half of the orange rod and the dark green (whole).
(ii) A purpose rod is one fourth of the orange rod and dark green rod (whole).
(iii) A red rod is one eighth of the dark green rod and the orange rod (whole).
(iv) A white rod is one sixteenth of the orange rod and the dark green rod (whole).
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By comparing, we saw half eight (8) white = four (4) red = two (2) purple = 1 24 =
8 4 2 1
16, 8, 4 2 were all unlike fractions.
This part shows the outcome of the measures that were used during the interventional stages. At
this point, the test that was presented to pupils during the pre test stage was given to them again
to solve them.
Pupils were made to interact with the teaching and learning materials during this, stage. After
marking the scores obtained by pupils at the end the intervention stage was presented in this
table.
Table 2: Scores or marks obtained by pupils at the end of the pre intervention
10 6 40.00
8 5 32.00
5 4 20.00
2 3 8.00
0 0 0.00
0 0 0.00
Total 25 100%
25
From the table above, 10 ten pupils representing 40 percent scored 6 marks, eight (8) pupils
representing 32 percent scored 5 marks, five (5) pupils representing 20 percent scored 4 marks, 2
3.8 Limitations
encountered during the course of study. As a student on the Distance Education Programme, the
preparation of lesson notes; teaching and learning materials; giving of exercises being part of the
teaching, this has put constraints on the researcher for the conduct of the study. More so, the
unwillingness on the part of the pupils, their guardians and other close relation to give
information limited the research. This made the collection of information on the research
difficult.
This talks about how the information gathered was been analyzed. Considering the information
gathered, the researcher decided to employ the use of percentage tables in analyzing the data
collected. The researcher chose this particular method due to the fact that it does not consume
much time and it is comparatively easier to be analyzed than the use of other methods.
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CHAPTER FOUR
4.0 Introduction
This chapter is preceded by the research methodology. Under this section of the study, data
collected were analyzed and discussed. The data collected were presented in their statistical
forms using percentage tables. Each of the table is followed by its discussions.
Table 3: The meaning of fractions given by pupils during the pre interventional stage
3. Fraction is 12 (half) 7 28
5. No idea 10 40
Total 25 100
From the table above, four students representing 16% defined a fraction as an orange divided
into equal halves, two pupils representing 8% defined a fraction as half on one, another two
pupils defined fraction as a part of a whole of an object and ten pupils representing 40% could
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Table 4: The meaning of unlike fractions given by pupils at the pre intervention stage
Total 25 100
from the table above, 10 pupils representing 40% defined Unlike fractions as fractions with the
same denominators, 5 pupils representing 20% defined unlike fractions as fractions we can
change to another number and 10 pupils representing 40% defined unlike fractions as fractions
1. Absence of TLMs 5 20
3. Lack of motivation 5 20
Total 25 100
From the table above, 5 pupils representing 20% identified the Absence of TLMs as the cause of
pupils inability to identify unlike fractions, 10 pupils representing 40% identified poor method
of teaching as the cause of pupils inability to identify unlike fractions, 5 pupils representing 20%
identified lack of motivation as the cause of pupils inability to identify unlike fractions whiles
another 5 pupils representing 20% agreed that teachers over concentration on clever pupils was
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Table 6: Pre Test Table
0 10 40
1 10 40
2 2 8
3 2 8
4 1 4
5 0 0
Total 25 100
From table 6, 10 pupil representing 40% scored 0, another 10 pupils representing 40% scored 1
mark, 2 pupils representing 8% scored 2 marks, another two pupils representing 8% scored 3
marks, one pupil representing 4% scored 4 marks whiles no students scored all five marks.
0 1 4
1 2 8
2 2 8
3 10 40
4 5 20
5 5 20
Total 25 100
29
From table , 1 pupil representing 4% scored 0 mark, 2 pupils representing 8% scored 1 mark,
another 2 pupils representing 8% scored 2 marks, 10 pupils representing 40% scored 3 marks,
five pupils representing 20% scored 4 marks and another five pupils representing 20% scored
five marks..
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CHAPTER FIVE
5.0 Introduction
This chapter deals is the concluding part of the study. It contains information about the
The study was designed to identify the causes of pupils inability to identify unlike fraction and to
use the fractional board and Cuisenaire rod to guide pupils to understand the concept of unlike
fractions. Fractions are expressed in the form of
. This view is shared by D Augustine where He
expressed a fraction in the form where a and b name whole numbers; and where a is called the
numerator and b the denominator. The researcher further noted that pupils at the lower classes
should not be introduced to fraction as again stressed by D' Augustine (1968) when he argued
that even though it is not appropriate to introduce the child to the definition of fractional numbers
in his early intuitive explorations, the basic definition should always play a role in the teacher's
presentation. In other words, a fraction could be seen a whole being divided into equal units.
This was supported by Streater et al (2002), when they defined fractions by saying that,
whenever a unit or a whole number or quantity is divided into parts, we call those parts
fractions of the unit. They justified their point by dividing a whole into a named portion or parts
31
Through interviews and observation, it was realized that the problem came into existence as a
During the course, the researcher took the pain to help pupils to solve the problem after
identifying the causes, He therefore employed the use of Cuisenaire rods and fractions board to
During the interventional stages, the researcher involved the pupils in the lesson with many
activities. The active involvement of pupils helped them to understand the concept of unlike
fractions. This could be seen by comparing the results of the pre test and the post test. The
post test showed a tremendous performance as compared to the pre test. There was no
improvement in the performance of pupils results due to the fact that, the researcher improved
on the methods and techniques of teaching by the use of teaching and learning materials.
5.3 Conclusion
This is a summary statement that reflects the key findings after gathering information on pupils
problem. Form the study, the researcher made four major conclusions. First, teaching and
learning materials must be used during mathematics lessons in order to arouse and sustain the
interests of learners.
32
Secondly, teaching of mathematics must be learner centered. Thus, in the teaching of unlike
fractions, the teacher must not be seen giving definitions, generalizing formulae but rather
Again, for pupils to ensure mastery of the concept more exercises must be given to pupils and the
exercises must be promptly marked. In addition, motivation could be a catalyst in arousing pupils
interests in mathematics. Teacher and parents should therefore motivate pupils to learn by
avoiding too much canning, the use of abusive words and language. Also, parents should buy the
Finally, the researcher concludes that, teacher should spread their questions evenly during
instructional hours so that both low attainders and high attainders can participate in the lesson.
5.4 Recommendations
This is the final section of the study. Based on the results and the analysis for the study, the
1. Ghana Education Service (G.E.S) should conduct periodic in service training for teachers
in order to upgrade their knowledge and improve their methods and techniques for
teaching mathematics.
33
5.5 Recommendations for Further Study
This study was limited to the use of Cuisenaire rods and fractional board to improve pupils
broad. The researcher is therefore anticipating that, other people should carry out a project in
other aspects like addition, multiplication and subtraction of fractions using the same or different
teaching learning materials to teach the concept of fractions. This will help and boost pupils
interest in mathematics.
34
REFERENCES
Limited.
Aseidu Peter (2007) Aki-olla series: Mathematics for junior high school in West Africa New
Brown, J.S (1989), Situated Cognition and The culture of Learning. Educational Research.
Cob, P, and Yackel, E, (1996) Constructivist Emergent and Socio Cultural Perspectives in the
Asare - Inkoom (2003) Mathematics (103) course book for Diploma basic education method of
teaching primary school mathematics. Cape Coast Center for continuous education:
University of Education
Hutchison and Buchanam, L, (1992. Application of Numbers. New York: Oxford University
Press.
Parling, D, (1982). Teaching Mathematics in Primary Schools. London: Oxford University Press.
35
Smith, A. (2004) Making Mathematics Count: The Report of Professor Adrian Smiths Inquiry
Solomon A.C (1992).Mathematics for Basic school teacher center for continuing education
Stricter, J, Hutchison, D, and Hoelzle L, (2002), Basic Mathematics skills with Geometry. New
Routledge II New Fetter Lane. Treagust, D, et al (1996), Improving Teaching and Learning in
36
APPENDIX A
(1) Pupils cannot identify and solve simple unlike fractions. Why?
(a) Use of cane (b) Use TLMS (c) Use of harsh words or irritating language
(3) What techniques have you been using to teach unlike fractions?
(a) Write questions on board (b) Solve questions with pupils (c) Write questions and
(4) Do you use TLMs in teaching unlike fractions? (a) Yes (b) No (c) Sometimes
(5) Are pupils always present in class? (a) No (b) Yes (c) times
(6) Why dont pupils come to school all the time? (a) I dont know (b) Their Parents do not
know the importance of education. (c) They feel lazy to come to school
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APPENDIX B
(1) 12 =
(2) 18 =
(3) 26 =
(4) 312 =
(5) 48 =
(6) 24 =
38
APPENDIX C
O
B
BR
B.L
D.G
Y
P
L.G
W R
39
Blue rod = 9cm
1 1 1
3 3 3
1 1 1 1
4 4 4 4
1 1 1 1 1 1
6 6 6 6 6 6
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
which has been divided horizontally into equal intervals but with different vertical intervals
or fractions. The numbering of the fractional board starts from one whole can reduce in the
40
APPENDIX D
LESSON NOTES
Time Topic
Core points
1. Use the
Date:
fractional board
T.L.A:
28th and Cuisenaire
41
unlike fractions. some shapes on the black 1 1 1
4 4 4
8:15
(c) The teacher calls some
9:15am
of the pupils to come and 1. Unlike fraction are forms o
1 = 2
2 4
2.
Development / Activities :
Orange Da
Activity 1: The teacher
fraction.
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The teacher guides pupils Conclusion:
pupils to familiarize
a whole.
to a whole.
transform statements
as;
1 = 2 + 4 =
2 4, 8
43
8
16.
44