Difficulty in Adding Dissimilar Fraction of Selected Grade V Pupils

Abstract

INTRODUCTION

Mathematics is considered the mother of all learning. It is essential in almost every field. It is not just computation but a tool for understanding structure, relationships, and patterns to produce a solution for complex real-life problems. The fraction is one of the most important skills to be developed in studying mathematics. It is difficult to learn because it requires deep conceptual knowledge of the part-whole relationship.

METHODS

This action research depends on the results of the different exercises given to the 10 identified slow learners conducted during the period of the program. A descriptive normative survey of research will be used in the study to find out the level of performance of the pupils. The data gathered will be tabulated, evaluated and analyzed using percentages to identify the ability of the 10 pupils in adding dissimilar fraction. The researchers will use the remedial classes in the actual implementation of the research.

RESULTS

The result of the research was drawn: Using different mathematical activities during remedial classes improved the mathematical skills of the pupils particularly in adding dissimilar fraction. The pupils are now interested in learning mathematics. The implementation of remedial reading classes has successfully improved the mathematical skills of the pupils.

DISCUSSIONS

The result of the data showed that with the implementation of this project there is a remarkable decrease of pupils who cannot add dissimilar fraction. The different mathematical word problems, hands-on activities, and different strategies applied to the pupils they were able to add dissimilar fraction and they developed their love for the subject.