In an effort to understand the problems and difficulties students faced in learning
fractions, a study was carried out on Form 1 students from four different types of
secondary schools in Perlis, Malaysia. Five different questions on proper fractions
were constructed involving two fractions with equal and different denominators, and
more than two fractions with different denominators. A Rasch analysis was done on
the responses to help assess their level of conceptual understanding.The whole number
concept was very dominant as some of the students treated the numerators and denominators
separately, showing their confusion and unstable thinking in fractions learning.
Keywords: Fraction understanding, proper fraction, whole number, Rasch analysis
2017 The Authors. Published for AMER ABRA by e-International Publishing House, Ltd.,
UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour
Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre
for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying,
Universiti Teknologi MARA, Malaysia.