INTRODUCTION
1.0 OVERVIEW
This chapter talks about the reason for the study “using paper folding method to enhance the
understanding of addition of unlike fraction at Aboanidua M/A JHS two.” It also talks about the
background of the study, statement of the problem, purpose of the study, research questions,
significance of the study, delimitation and limitation of the study.
1.1 BACKGROUND OF THE STUDY
In Ghana, policies such as free compulsory universal basic education(FCUBE) and the
curriculum showcase that “All students can learn mathematics and that all need to learn
mathematics.” This improved the enrollment of children with distinct abilities, cultures and
learning style in the mathematics classroom today. The curriculum of mathematics content
was reviewed to equip pupils with mathematics expertise and talents to be acceptable of
entering into different courses of interest.
Fractions remain well thought out as an important mathematical field for students. Practical
and theoretical understanding of fractions are critical for encouraging more progressive
mathematical concepts in areas like algebra and for contributing in everyday
accomplishment such as personal finances and food preparation. While many pupil scuffle
with fractions, pupil with infirmities incline to experience greater confronts with fractions.
To help the theoretical and practical knowledge of fractions, scholars and professional
organizations recommended diverse but connected instructional approaches, approved
precise teaching as evidence based practice in mathematics for pupils with infirmities.
Specialist also encouraged the use of explicit teaching learning resources (TLR) for pupils
with knowledgeable and growing infirmities. The use of concreterepresentationalabstract(CRA) teaching materials is a showcase practice for pupil with
learning difficulties that increases theoretical and practical knowledge in diverse of
mathematical areas, including fractions.
The CRA instructional sequence involves a gradual sequence of teaching across three stages.
Concrete manipulative (e.g. Cuisenaire rod, and paper folding) are used in the first stage to
tangibly demonstrate a mathematical concept in combining with abstract mathematical
notation. As pupils gain mastery in the concrete stage, the physical manipulative are
symbolization and mathematical approaches precise teaching is rooted within the CRA
instructional outline as teacher’s model and think aloud. (i.e. recount or express their
problem-solving method) continue to support, practice, the basis in Ghana, is not taught the
way it was supposed to be taught.
Teachers taught using the teacher centered method without using manipulative method.
Instead of pupil centered method with all the necessary manipulative to enhance pupils’
participation and understanding, besides many basic schools have no access to well establish
mathematics laboratories and libraries to assist teachers teach the subject practically. Hence,
this study intends to improve paper folding to involve the pupils at Aboanidua M/A JHS two
more in the teaching and lea5rning of addition of unlike fractions, since the most
mathematics teachers taught mathematics abstractly. Before pupils at Aboanidua M/A JHS
two can understand the idea of addition of fractions with different denominators, there is the
need for them to grasp the concept of like fractions very well to enable them to deal with the
addition of unlike fractions.
Besides, unlike fractions are defined as two or more fractions which have different
denominators. He went on to say that when dealing with unlike fractions, you could either
have only two fractions or more than two. He gave example as; 2/3, 5/6, 1/4, 3/4. (Jagri
Bagyepu Bernard et al). Paper folding activity is the best teaching and learning material that
will motivate pupils to add unlike fractions. Therefore, when pupils cut out their papers to
fold and compare in order to solve unlike fractions, it goes a long way to promote good
understanding of the topic. (Ministry of Education, 2010).
1.2 STATEMENT OF THE PROBLEM
During my teaching practice at Aboanidua M/A JHS, I observed that the complex nature of
fractions as a topic, couple with the abstract teaching of the concept at JHS two of
Aboanidua M/A JHS school makes it difficult for learners to understand addition of unlike
fractions. This is the reason why I have decided to research into the above mentioned
problem so that Aboanidua M/A JHS two pupils can be assisted. The use of effective
method like paper folding may help to reverse this difficulty.
1.3 THE PURPOSE OF THE STUDY
The main purpose of the study is to assist pupils at Aboanidua M/A JHS two to understand the
concept of addition of unlike fractions through the use of paper folding method.
1.4 RESEARCH QUESTIONS
The research question below was designed to guide the study; how will the use of paper
folding help students to add fractions with different denominators.
1.5 SIGNIFICANCE OF THE STUDY
This study aims at helping students to really understand the concept of adding unlike
fractions as a topic in the mathematics curriculum. It is hoped that, this study can be used as
a reference material by teachers and stakeholders in mathematics education.
1.6 DELIMITATION
This research work was investigated in basic school only. The study was limited to students
at Aboanidua M/A JHS two of western north region. The research was conducted using a
sample of 29 students.
1.7 LIMITATION OF THE STUDY
Time factor compelled the study to be conducted using a small sample which may not be a
representative of the total population. A study of this nature requires ideas from a wide
variety of pupils, teachers and stakeholders within the educational fraternity. Using opinions
from pupils in just one school therefore may not give a true reflection of their views.
DUKU MICHAEL WACE/JHS/18\0182