Sixth grade students’ skills of using multiple representations in addition and subtraction operations in fractions

Abstract

The current study aims to show the transition skills of sixth grade students between the representations (numerical, model, number line and verbal) given in addition-subtraction operations in fractions and to analyse the ability of the students to construct each representation type. In this research, case study method was used in terms of the subject and process followed. The study group of the research is the sixth grade students of three middle schools in Kastamonu province placed in the northern part of Turkey. The research participants consisted of 59 students, 31 of which are male and 28 of which are female. Data collected through “Multiple Representations in Fraction Operations Test”. According to research findings, it has been determined that the achievement of students in using different representations in operations with fractions is higher in addition operation compared to subtraction operation. In addition, it turns out that students are more successful in numerical-numerical, model-model, model-numerical, and numerical-model transitions compared to other transitions in both operation types. It was also found out that students fail in other representation types such as number line and verbal representation transition situations.