Date of Publication

2004

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Mathematics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Auxencia A. Limjap

Defense Panel Chair

Ma. Concepcion M. Cachero

Defense Panel Member

Adora S. Pili
Arlene A. Pascasio
Severino V. Gervacio
Blessilda P. Raposa

Abstract/Summary

Primarily, this study aimed at identifying alternative conceptions on the basic concepts and operations on the fractions among first year education students enrolled at Ateneo de Zamboanga University during the second semester SY 2003-2004. Based from the pretest, quizzes, problem sets, interview and posttest conducted, alternative conceptions were identified in terms of conceptual and procedural understanding and then classified as either theoretical, functional or semantic. As corrective measure and to enhance change in conception, a remedial class using problem-based learning (PBL) was conducted. Changes in conceptions were then analyzed based from the responses in the pretest and posttest. Results showed that majority of the alternative conceptions were in terms of conceptual understanding on the basic concepts of fractions. Although most of the students have improved their scores in the posttest, alternative conceptions still continue to manifest. Moreover, findings in the study revealed a high incidence of students' unchanged misconceptions.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG003924

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Problem-based learning; Fractions--Study and teaching; Concept learning; Mathematics--Study and teaching

Upload Full Text

wf_yes

Download

Share

COinS