| Summary: | Thesis (MEd)--University of Stellenbosch, 2005. === ENGLISH ABSTRACT: Research shows that misconceptions about calculations develop in many classrooms without
being noticed and these are not corrected by repeated routine exercises. The misconceptions
formed are at times the result of inappropriate models used to solve problems. An even
bigger concern is that these particular models sometimes provide the correct answers by
accident. This may result in the learner's belief in the models being reinforced, as described
by Swan (n.d.).
The aim of this study is to identify the misconceptions related to the use of decimal fractions
by Grade 8 and 9 learners and then, through the use of an intervention program, to address
the learners' misconceptions and attempt to correct them.
Two schools were involved in this study. The group of learners from school A served as a
control group to determine the success of the intervention in learners from school B. The
results of school A, the frequency and nature of errors were compared with the test results of
school B as well as described by interviews with learners from school B. After the diagnostic
tests and interview, the learners' answers were compared with those already described in
literature.
The learners from school B participated voluntarily in the intervention program. Learners from
both schools wrote a post-test and the results were compared with those of a pre-test.
The conclusion of this study is that there are misconceptions concerning calculations with
decimal fractions at Grade 8 and 9 level. These misconceptions are formed during the
intermediate phase and are not suitably corrected. The intervention program, for various
reasons, had limited success. These reasons are discussed and recommendations are made
for future intervention programs. === AFRIKAANSE OPSOMMING: Navorsing toon dat wanbegrippe ten opsigte van berekeninge in baie klaskamers
onopgemerk verbygaan en dat dit nie reggestel word deur herhaalde roetine oefeninge nie.
Wanbegrippe wat kinders vorm is onder andere die gevolg van onvanpaste modelle wat
gebruik word vir die oplos van probleme. 'n Groter gevaar is dat hierdie onvanpaste modelle
toevallig die regte antwoord lewer. Dit kan dan veroorsaak dat die leerder se vertroue op die
modelle net versterk word, soos Swan (s.j.) dit beskryf.
Die doel van hierdie studie is om wanbegrippe ten opsigte van bewerkings met desimale
breuke by Graad 8 en 9 leerders te identifiseer en dan deur middel van 'n intervensieprogram
die leerders se wanbegrippe aan te spreek en te probeer regstel.
Twee skole is by hierdie studie betrek. Die groep leerders van skool A sou dien as 'n
kontrolegroep om die intervensie-sukses van die leerders van skool B te bepaal. Die skool A
resultate en frekwensie van foute asook die aard daarvan is vergelyk met die toetse van skool
B en beskryf op grond van onderhoude met die leerders van skool B. Ná die diagnostiese
toets en onderhoud is die leerders se antwoorde vergelyk met dié wat reeds in die literatuur
beskryf is.
Die leerders van skool B is op vrywillige basis by 'n intervensieprogram betrek. Beide skole
se leerders het daarna 'n natoets geskryf en die resultate is vergelyk met dié van die
voortoets.
Die gevolgtrekking wat uit hierdie studie gemaak word, is dat daar wanbegrippe ten opsigte
van bewerkings met desimale breuke op graad 8 en 9 vlak aanwesig is. Hierdie wanbegrippe
is in die intermediêre fase gevorm en nie reggestel nie. Die intervensieprogram het om
verskeie redes slegs beperkte sukses gehad. Hierdie redes word bespreek en aanbevelings
word gemaak vir toekomstige intervensieprogramme.
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