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# INSTRUCTIONAL MATERIALS: THEIR EFFECTIVENESS IN ADDING

DISSIMILAR FRACTIONS

A Thesis

## Culala, Ma. Estrella P.

Herrera, Justine D.

Juico, Daryl J.

CHAPTER I

INTRODUCTION

## teaching mathematics since the dawn of civilization. This study aims to

shed more light into the factors that make learning fractions difficult. In

## teaching methods regarding fractions is necessary especially in the

Philippine context.

## will be much improved.

Statement of the Problem

## 1. What are the common errors of the Grade 6 pupils in Adding

Dissimilar Fractions?

material?

## 3.1. What are the strengths and weaknesses of the material?

Theoretical Framework

## According to the study of Josie Carreno of Yale National Initiative,

Yale University (2018), “Fractions are hard, plain and simple! Many of my

students fear working with fractions. I hear the moans and groans and see
the look of fear when I write on our class agenda that we will be studying

fractions. Not only are they fearful, but they have zero memory of what

they have learned about fractions in previous years. I hear the "we never

learned that" or "I don't remember seeing that". Sound familiar? I KNOW

they have been taught about fractions because it is part of our state and

## numbers) are complex; however, they are important for students to

understand. Up until now I have focused too much on the procedural way

## They are lacking in the conceptual view of fractions. I have come to

realize that I need to focus first on the conceptual view of fractions and

## then I can proceed to procedural skills”.

Conceptual Framework

## Pre-test on Administer Pre- Prepared

dissimilar test and Post- Instructional
fractions: test on: Materials in
Proper Proper of the Grade 6 Dry - run
Fractions Fractions pupils in adding resultsn
Improper Improper fractions.
fractions Fractions
Mixed Mixed
Numbers Numbers

Figure 1 shows how the study will be conducted. The study will

## Numbers. To achieve the purpose of the study, pre-test and post-test on

three types of fractions will be conducted. The result of the tests will be the

Assumptions

## The study assumed the following:

That the results of the Grade Six (6) Pupils pre-test and post-test in

## adding dissimilar fraction Test are true measures to determine their

strengths and weaknesses, the response of Grade Six (6) pupils in the dry-

## Importance of the study

This study is significant to the following stakeholders:

To students

## Presentation) prepared in this study may address the common errors of

To teachers

The teachers will benefit from this study because they may be

## prepared by the researchers in addressing common errors of Grade 6

pupils in adding dissimilar fractions and it will also give them a valid

fractions.

To education

## curriculum developers of K-12 program because it may help them to

discover the common errors of the pupils in adding dissimilar fractions and

## To the future researchers

This study provides information about the common errors of

## material (Video Presentation).

This research may serve as the basis for the possible studies

## Scope and Limitations of the study

This study focused on the Grade Six (6) pupils’ skills in adding Proper

## Fractions, Improper Fractions, and Mixed Numbers. This study is limited to

determining the common errors of the Grade Six (6) pupils in adding

## dissimilar fractions and preparing instructional materials that may address

the problem.

Definition of Terms

## For a better understanding of the study, the following terms were

defined as follows:
Dissimilar Fraction – operationally, it refers to the three skills of pupils in

the pre-test.