| S1 |
Confusion when it comes to knowing what place each piece of data occupies in the subtraction. |
Divide the path. Divide the path into three equal parts and choosing one. |
| S2 |
That they (pupils) do not know how to solve it or if they solve it, they would write something at random. |
Because it is complex, if I have 4 slices, instead of seeing 4, I can see it as 4/4 although I know that the result is 1 which represents the whole. Thus I can say I have 4 slices and I have eaten –, 4 minus – and the pupil could write something at random. We must teach them that if a cake is comprised of 4 pieces, it represents the whole cake which is equal to 4/4. Thus, if the pupil is not taught so, he or she will write 4-– consequently leading to err. |
| S3 |
Dividing a unit among three because it is an odd number. |
Because working with odd numbers always create more problems than with even numbers, even numbers are better perceived by boys and girls. Dividing a unit by an even number is better associated than dividing by odd numbers. Because if you divide 4 by 2 you know you get equal parts... however, 1 divided by 3 equals zero point something, and this zero point something may be unmanageable by the pupils. Boys and girls find it easier to divide a unit by an even number than by an odd number. |
| S4 |
When adding, they would also add the denominators thus claiming to obtain 6/36. |
Due to carelessness (mistake), because even if the teacher has given a previous explanation to them... often times pupils are focused on the result of the upper section (numerator) of the fraction, forgetting about the lower section (denominator), this has happened to me many times. So much emphasis is given by pupils with adding the numerators that they perform the same operation with the denominators. |
| S5 |
Failure in comprehension. Instead of dividing the snack in three equal parts, it would be divided in two, since there are two children to be treated. |
Because there is failure in reading comprehension. |
| S6 |
Dividing into equal parts and without pupils really seeing what they are taking or giving. |
Perhaps the rule of measures...there I see lots of carelessness, when you ask (a pupil) to divide a cake into three equal parts, but each pupil cuts it however he or she pleases. There is no correct way of dividing the cake so as to later obtain a correct solution, therefore...pupils do not perform an exact division of the cake and proceed but divide it at will. It is necessary to use measures, rules... |
| S7 |
The graphical correspondence of the three parts each belonging to one third. Dividing the unit in three parts does not result difficult for the pupils, but more the graphical to numerical correspondence. |
Because it is not as graphical…it is more of reasoning, and they truly have to comprehend fractions, if they do not comprehend fractions they will be unable to perform the equivalence between the graphical and numerical. |
| S8 |
In the placement of the fractions when subtracting. |
When seeing fractions, when seeing one number on top of another it is not thought that they are normal subtractions, pupils may think that this (2/3) is greater than this (3/3). Upon seeing the fractions they may confuse the numbers and may think that number order placement is indifferent. |
| S9 |
The pupils could have difficulty when stating the problem without the fractions and doing it with them, perhaps they could also show difficulties with the operation and make mistakes with the numerator and denominator. |
Because I have not specified how they should do it, I have stated that I have three parts and that they can directly remove two and done, I have not stated that I have 3 out of 3 and that if I remove one I would then have ⅔. Also, because they may not fully understand the problem statement and perform the simple operation without obtaining the result through the use of the fractions. |
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