Profiles Of Elementary Students’ Fraction Conceptual Understanding Across Collaboration Ability Levels: A Qualitative Inquiry
DOI:
https://doi.org/10.31949/jee.v8i4.16396Abstract
Conceptual understanding is a crucial goal in elementary mathematics learning, particularly in fractions, which serve as the foundation for comparison, decimals, and percentages. However, many students struggle because they tend to memorize procedures without comprehending their meaning, leading to frequent misconceptions in fraction operations and comparisons. This problem highlights the need for learning strategies that emphasize not only procedural skills but also social interaction to foster meaningful knowledge construction. Collaboration is considered significant in developing conceptual understanding, as it allows students to discuss, exchange ideas, and collectively correct errors. This study aimed to describe the profiles of fifth-grade students’ fraction conceptual understanding based on their collaboration levels. A descriptive qualitative approach was employed with nine purposively selected students representing three collaboration categories: high, medium, and low. Data were gathered through open-ended tests, classroom observations, semi-structured interviews, and documentation, then analyzed thematically with source triangulation and member checking. The findings indicate a consistent pattern: students with high collaboration demonstrated comprehensive understanding across visual, symbolic, and procedural aspects; those with medium collaboration showed partial comprehension and persistent misconceptions; while students with low collaboration displayed fundamental difficulties and passive behavior. These results underscore the importance of collaboration as a key factor in supporting mathematical conceptual understanding, suggesting that teachers should design meaningful collaborative learning environments to optimize student outcomes.
Keywords:
fractions; conceptual understanding; collaboration; elementary school; constructivismDownloads
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