The Relationships between Indonesian Fourth Graders’ Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results

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Ariyadi Wijaya;
  • Publisher: Eskişehir Osmangazi University
  • Journal: International Journal of Instruction (issn: 1694-609X, eissn: 1308-1470)
  • Publisher copyright policies & self-archiving
  • Subject: this study also included an analysis of Indonesian textbooks in order to get a broader scope of the opportunity to learn. Qualitative approach was used to analyse the textbooks. The analysis of the TIMSS results shows Indonesian students’ low conceptual understanding of fractions. Three possible reasons for students’ low conceptual understanding were revealed. First | the content of Indonesian curriculum that gave low emphasis on basic concepts of fractions and introduced operations of fractions too early. Second | the Indonesian mathematics textbooks only presented one definition of fractions | i.e. fractions as parts of wholes. Third | there is a limited use of models or representations of fractions in the classroom practices. | curriculum | fourth graders | fractions | opportunity to learn | textbooks | TIMSS | Education | L | Special aspects of education | LC8-6691

This paper reports an exploration into Indonesian fourth graders’ difficulties in fractions and their relation to the opportunity to learn fractions students got at schools. The concept of ‘opportunity to learn’ is often considered as a framework to investigate... View more
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