Additional information
| ISBN | 978-1-63902-836-8 |
|---|---|
| Author | Satoshi Kusaka |
| Publisher | |
| Publication year | |
| Language | |
| Number of pages | 42 |
Analysis of Learning Difficulties with Fractions in Three African Countries
This study aims to compare and analyze learning content with regard to fractions, the order in which that content is taught in primary school mathematics curricula, and how it is presented in textbooks in three eastern and southern African countries, Zambia, Ethiopia, and Mozambique as well as to clarify the characteristics of the instruction concerning […]
ISBN: 978-1-63902-836-8
€23.99
Description
This study aims to compare and analyze learning content with regard to fractions, the order in which that content is taught in primary school mathematics curricula, and how it is presented in textbooks in three eastern and southern African countries, Zambia, Ethiopia, and Mozambique as well as to clarify the characteristics of the instruction concerning fraction in each of these countries. Firstly, we refer to the curriculum to extract information about the learning contents and their order in each grade. Secondly, concerning the meaning of fractions, we refer to the textbooks since we cannot clearly judge from the description in the curriculum. Thirdly, we focus on the common points and differences among the three countries and analyze the causes of difficulty in learning fractions. There is a significant discrepancy between the grades in learning fractions among the three countries. In addition, the learning order differs to a certain degree.
