DIFFICULTIES EXPERIENCED BY FOURTH-GRADE STUDENTS IN FRACTIONS ACCORDING TO TEACHERS’ VIEWS

Abstract

The aim of this study is to identify the difficulties experienced by fourth-grade primary school pupils in fractions based on the views of their class teachers. The research was designed as a case study within a qualitative research approach. The study group consisted of 16 class teachers working in the provinces of Sivas and Kayseri or who had previously taught fourth grade. Participants were selected using criterion sampling and convenience sampling. The data were analysed using content analysis; the 19 codes obtained from the analysis were grouped under four themes. These themes are representation on the number line, fractions of a quantity and problem situations, modelling and representations, and conceptual-linguistic distinctions. The findings indicate that teachers most frequently highlighted two areas of difficulty: representing mixed fractions on a number line and finding the given fraction of a whole. Additionally, modelling mixed fractions, comparing and ordering fractions, distinguishing between numerator and denominator, fraction language, identifying types of fractions, and measurement-related problem situations were also prominent areas. The study demonstrates that difficulties with fractions at Year 4 level arise not only in terms of operations but also within the contexts of representation, magnitude, language and problem-solving.