UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

USING CUISENAIRE ROD TO IMPROVE UPON ‘ADDITION AND SUBTRACTION OF

FRACTIONS‘ IN MATHEMATICS AT KAYERA/AWISEM M/A PRIMARY FIVE

BY

BRIGHT BAAH KWAKYE

(OFCE/239/2014)

OF

OFFINSO COLLEGE OF EDUCATION

 UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

USING CUISENAIRE ROD TO IMPROVE UPON ‘ADDITION AND SUBTRACTION OF

FRACTIONS‘ IN MATHEMATICS AT KAYERA/AWISEM M/A PRIMARY FIVE

BY

BRIGHT BAAH KWAKYE

OF

OFFINSO COLLEGE OF EDUCATION

A PROJECT WORK SUBMITTED TO THE INSTITUTE OF EDUCATION OF THE FACULTY OF

EDUCATION, UNIVERSITY OF CAPE COAST IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF DIPLOMA IN BASIC EDUCATION.

JULY, 2014

ii
 CANDIDATE‘S DECLARATION

I hereby declare that this project work is the result of my own original research and that no part

of it has been presented for another diploma in this University or elsewhere

Candidate‘s Name‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘…‘‘‘‘‘‘‘‘‘‘

Signature: ‘‘‘‘‘‘‘‘‘‘‘‘‘.‘‘‘‘ Date‘‘‘‘‘‘‘‘‘‘..‘‘‘‘‘

SUPERVISOR‘S DECLARATION
I hereby declare that the preparation and presentation of the project work were supervised in

accordance with the guidelines on supervision of project work laid down by the University of

Cape Coast.

Supervisor‘s Name: ‘‘…‘‘‘‘‘‘‘‘‘‘‘‘‘‘‘.‘‘‘‘‘‘‘‘‘‘...

Signature: ‘‘‘‘‘‘‘‘‘‘‘‘‘.‘‘..‘‘ Date: ‘‘‘‘‘‘‘‘‘‘.‘‘…

ABSTRACT

i
This research is conducted to employ measures to enhance pupils‘ understanding of ‘addition

and subtraction of fractions‘ so that their attitude towards the concept and Mathematics as a

whole will change positively. Educational action research was used by the researcher. It

addresses specific problems identified in the classroom. The aim of using the action research

was to achieve positive changes in terms of pupils‘ attitude to enhance their educational

outcomes. The purposive sampling method was used to sample the population based on those

believed to have the problem with addition and subtraction of fraction. The research

instruments used by the researcher to gather information about the problem were observation,

questionnaire and test. Pupils‘ problems were identified through the use of the instruments.

The problems include wrong teaching methods, lack of motivation and abstract teaching by the

class room teacher which make the pupils to forget the concept within a short period.

The researcher, therefore, came out with a detailed lesson plan embedded with a lot of activities

and a designed teaching and learning material to solve the pupils‘ problem of inability to

understanding addition and subtraction of fractions.

Finally, the Cuisenaire rod used by the researcher to teach the topic makes the pupils

understanding of the concept improved greatly and the development of positive attitude

towards mathematics in general was also developed.

ACKNOWLEDGEMENT

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I wish to express my profound gratitude to the Almighty Father for His abundant protection,

blessing, vision and strength during the writing of this project work.

My sincere thanks also goes to my supervisors, Miss‘‘‘‘..and Mr.‘‘‘‘‘‘‘‘.of

Offinso College of Education who helped to make this work successful. I also acknowledge the

effort of all the teachers of Kayera/Awisem M/A primary school and colleague practicing

teachers especially Afriyie, Emmanuel and Afrane Benedict. Finally, I extend special thanks to

my parents Miss Mabel Manu and Mr. Stephen Oppong, my brothers especially Felix Osei

Kwabena not forgetting Mr. and Mrs. Amo for their numerous support throughout my

education till now.

DEDICATION

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This project work is dedicated to my most grateful family ever and everyone that has helped me

through out my life as a school boy till now. It also goes to a mother of a friend of mine who

just passed away, may her soul rest in perfect peace. May God bless you all.

LIST OF CONTENT

iv
TOPIC PAGE NO.

ABSTRACT

ACKNOWLEDGEMENT

DEDICATION

CHAPTER ONE

INTRODUCTION

Background to the Study

Statement of the Problem

Purpose of the Study

Research Questions

Significance of the Study

Limitations

Delimitation

Organization of the Study

REVIEW OF RELATED LITERATURE

METHODOLOGY

Research Design

Population and Sample Selection

Research Instruments

Pre-interventions

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Interventions

Post-intervention

Data Analysis Plan

DATA PRESENTATION AND ANALYSIS

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

REFERENCES

APPENDIX

vi
 CHAPTER ONE

INTTRODUCTION

This chapter of the researcher work introduces the whole research work which discusses the

problem under investigation. The chapter consists of issues such as background to the study,

statement of the problem, purpose of the study, the research questions, and significance of the

study, limitations and delimitation and organization of the study.

Background to the Study

Mathematics as a course of study has many importance or significance to our educational

system and considered as a jack of all trade because it cuts across all the educational system. In

this modern world for instance, nothing is done without mathematical knowledge. Therefore,

other fields like science, industry, technology, economics, etc, uses mathematical ideologies

everyday in solving their problem. For example, counting of ballot papers, taking measurement,

buying and selling which involves calculation of money, preparation of dishes also involves the

application of mathematical concept.

It is therefore believed that no nation, society or individual can progress without the knowledge

of Mathematics and Science. Mathematics therefore is seen as the bed-rock to other subjects of

study and education as the driver to national development. For this reason it has become

necessary that pupils take active participation in learning of every mathematical concept and

have in-depth understanding of them.

On the other hand, Kayera, a town in the Offinso South Municipal of the Ashanti Region which

is predominantly a farming community with few as traders, have a very shallow knowledge

about the importance of education and for that matter, mathematics.

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Even though the pupils engage in their parents‘ occupational activities which involve

mathematical and scientific knowledge like the buying and selling and measuring distance for

planting crops and how to care for them, they still lack most basic mathematical concepts.

During the researcher‘s final attachment course at Kayera/Awisem M/A basic five, the

researcher realized that most pupils could not solve problems on the concept addition and

subtraction of fractions. Upon critical investigation, the researcher realized that, the lesson was

taught in abstract with the method that looked more teacher centered than pupil-centered which

should have not been the case.

The researcher, therefore, knowing the importance of mathematics, have decided to carry out a

project on this very concept, ‘addition and subtraction of fractions‘ and also, to see how best

the problem can be solved so as to improve pupils‘ understanding.

Statement of the Problem

During the researcher‘s final year attachment course, enough observation showed that pupils

at Kayera/Awisem M/A basic five could not understand the concept, addition and subtraction

of fractions because the lesson was taught without using the relevant teaching and learning

materials which made the concept not fully grasped by the majority of pupils.

The researcher, therefore, decided to research into the problem.

Purpose of the Study

Every project work has its purpose depending on the topic of the research. The researcher in the

course of trying to find lasting solutions to the problem, wanted to see by the end of the

research work that, the pupil will be able to:

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 1. Identify the name of the colours of each Cuisenaire rod designed and the number or

value it represents.

2. Add at least one fraction to another using the Cuisenaire rod designed

3. Subtract at least one fraction from another by using the Cuisenaire rod designed.

4. Develop a positive attitude towards the learning of mathematics in general.

Research Questions

The researcher in the course of carrying out the study needed some directives in the form of

questions to guide in arriving at a solution.

1. What steps would be appropriate to explain how the Cuisenaire rod is used?

2. How will the Cuisenaire rod be used to solve the problem of poor performances in

finding solutions to problems involving addition and subtraction of fractions?

3. What methods would be best in helping pupils to develop positive attitudes towards the

learning of mathematics?

Significance of the Study

In this modern world, nothing is done without the concept of mathematical knowledge. Some

of the fields where mathematical concepts are used are economics, banking, marketing, science

and the likes.

The most important reasons for writing the project is to make pupils know the connections

between parts and whole since most mathematical concepts are built or based on parts or

portions of an object.

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The researcher after considering all these factors realized that improving the concept will help

pupils not only to understand this concept alone but also other methods in mathematics as well

as improving their knowledge in other fields of study.

Limitations

Often, when trying to find solution to a problem, one is bound to encounter some difficulties.

The researcher in the course of undertaking the study encountered certain problems. First of all,

the researcher noticed that pupils were not static in character. This then pose problem during

observation and getting facts from their character which is very low. Truancy is one of the

factors that affected the results of the study. It actually happened when some pupils absent

themselves from school during the time of the intervention. Also, combining this study and the

classroom work coupled with the numerous day to day activities posed a real problem to the

researcher.

Delimitation

The researcher decided to research into the pupils‘ inability to understand the concept addition

and subtraction of fractions because it was the main problem identified at Offinso South

Municipal Assembly Zone ‘A‘ primary five classes where the researcher carried out all the

research activity.

Due to time factor, materials and the narrow nature of the action research, the researcher

directed the study to improving pupils knowledge of addition and subtraction of fractions in

mathematics at Kayera/Awisem M/A basic five with a selected number of pupils identified to

have little or no knowledge of the concept.

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 Organization of the Study

The whole research work is arranged into five chapters. Chapter one talked about the

background to the study, statement of the problem, purpose of the study, research questions,

and significance of the study. This is followed by the limitations and delimitations of the study

and finally, the organization of the study report. Chapter two deals with literature review. This

talk about what other writers have written about the topic under study. The next chapter is

chapter three. It discusses the research design, the population and sample selection, sampling

procedure, research instruments and the intervention processes.

The fourth chapter unfolds and discusses the results of the study. All findings from the research

instruments are presented in this chapter.

The final chapter is chapter five. It deals with the summary of the research findings,

conclusions to the study and recommendations made to the study.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

Literature review is basically concern with drawing information or ideas from other people‘s

work or theories about the topic under study and how the present study intends to solve or

improve upon the existing theories and information. For that matter, Steven Shade (1993) said

that, the functions of the literature review is to discuss relevant research carried out on the topic

and also to prevent duplication of ideas and theories.

Fractions, according to Robert Asafo-Adjei (2002) Teaching Basic Mathematics for Colleges of

Education ‘are represented by two numbers separated by a division bar‘. That is, the numbers

or quantities short of a given value to become whole. The book talked about three main angles

at which fractions can be looked at. They are considering fractions as part of a whole and

secondly, fractions as part of a group. The third is fractions as ratio of comparing two

quantities. The book further uses the practical and real examples of materials like folding paper

into equal parts and use of number line and Cuisenaire rod to help children develop the concept

of fractions in depth from the beginning in order to solve the basic problems in fractions and

mathematics as a whole. Again Asafo-Adjei (2002) reported that when introducing fractions to

children, it is very important to name your whole. The whole should not necessarily be a one

unit object but rather be (a) one unit (b) a group (c) part of a group.

Another book written by John Bush ridge and David Womack (1991) said that when we divide

an object or a collection of objects into any number of parts, then each part is called a fraction

of the whole. (Fraction means something broken off). They said that in order to give these

fractions names, we need to make the division into equal parts. They further gave situations

6
where children will meet fractions which include fractions of objects, fractions of collection of

objects and fractions of measured quantities.

Claire Mooney et al (2001) stated that comparing fractions is quite straight forward if the

denominators are the same and the concept of fractions is taught well from the beginning to the

children. They stated an example which is 5/7 which is bigger than 3/7. These they said is clear

since the denominators for the two fractions are the same, hence, addition and subtraction will

not be difficult. But if the denominators are different, they said can be confusing or harder to

understand. For this matter, equivalent fractions must be found for the two to have the same

denominator for easy computing. The book further said that if all these are known to the pupils,

then it is important to let children not to add or subtract the denominators which are the same

numbers when adding and subtracting fractions. That is the denominators represent just the

number of parts that the unit has been partitioned into.

According to D. Paling, (1982), fraction is one of the problem areas where children in primary

and secondary schools spend many hours on. So, he said all these problems are due to the fact

that the idea of understanding fractions and the notations used to represent them are not well

understood by the children. He further emphasized two most important ideas children need.

These are

a. The idea of fractions and the notations used

b. The idea of equivalence.

Folding and cutting activities, use of strips of paper, drawing and colour activities are some of

the activities recommended for solving the ideas and notations of fractions for easy

understanding.

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To Pamela Lie beck (1984), fractions are well identified areas of difficulty for many pupils and

even for some adults.

The two main obstacles to the understanding of fractions recommended by Pamela are

a. Fractions cannot be taught as separate identities

b. The understanding is the complicated notation by which fractions are symbolized.

To overcome all these, she said teaching of fractions should always in the early stages refer to

the whole to which any fraction applies and we should avoid using the notations for fractions

until children‘s concept on fractions are well formed. She further used equal sharing, fractions

and shapes, fractions and length and fractions and weight as models of teaching addition and

subtraction of fractions for better understanding.

J. L. Martin et al (1994) also talked about a simple game called ‘shade in game‘ for helping

the pupils to understand the concept of addition and subtraction of fractions. To play the game,

fold four pieces of paper into sixteen equal parts on each piece. Then a simple die marked with

different values of fractions would be provided. The score that appear after throwing the die

indicates what area of the paper to shade.

According to them, playing this game and keeping record of what the pupils throw and

comparing them with the rest of the unshaded portion would help them develop the concept of

addition and subtraction of fractions. The book also talked about the use of the folding of

pupils‘ worksheet into equal parts and shading portions of it for developing the concept of

fractions in the pupils.

Another Writer called Dr. Adedoton O. Kalejaiye (1985) says that, addition and subtraction of

two fractions should be taught in a graduated sequence of difficulty with the following main

stages

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 a. Common fractions with the same denominators, for example 3/5 + 1/5 , 3/5 + 1/5

b. Mixed fractions with different denominators, 2/3 + 2/4 or 2/4 + 3/3

c. Mixed numbers having fractions with the same denominators, 11/8 and 22/8

d. Mixed numbers with their fractions having different denominators, 31/3 and 13/5

The book said that if addition and subtraction of fractions are taught through this sequence,

pupils would get better understanding of it. Division of circles into equal parts for teaching the

concept is also recommended by the book. C. E. L. Farmer et al also says that, addition and

subtraction of fractions can be solved by using the spaces in a graph sheet. Dr. D. K. Abbiw-

Jackson et al (1974), to them, addition and subtraction of fractions can be solved by using cut

outs and diagrams. They also used the number line as one of the materials.

Teaching and learning materials, according to J. N. K. Fianu in his book Education Studies in

Basic Education, is an aid to learning rather than to teaching. The book added that, teaching

and learning materials help the pupils to distinguish what they see, hence encouraging them to

learn how to interact with them. The importance of the teaching and learning material, the book

stated include:

 Making abstract ideas look concrete

 Making pupils to have first hand information about objects and bringing things that are

far beyond the learners‘ environment nearer.

Robert Asafo-Adjei (1990) discusses how concepts are formed. The book explains that,

primary concepts are built from sensory experiences of hearing, seeing, smelling, tasting and

feeling. Further studies show that teaching and learning materials have qualities that help the

child to develop primary concepts.

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According to Ghana Education Service hand book, lesson note preparation and teaching and

learning materials are relevant items that need to be prepared by the teacher to enhance

teaching and learning. From this, it is clear that the addition and subtraction of fractions can be

solved by using different teaching and learning materials as done by the various Writers. The

researcher, therefore, decided to use the Cuisenaire rod coupled with a detailed explanation so

as to address the gap. The researcher developed a simple Mnemonics (WRIPYDB3O) for all the

colours representing the numbers which will help the pupils to remember the colours and their

values easily.

The teaching and learning materials were also developed from the local materials which

becomes easy for every student to get on their own and hence making practicing on their own

in their homes during their leisure thereby improving upon their learning capabilities in

fractions and mathematics as a whole. The teaching method which is pupil-centered with

enough activities would also help the students to have in-depth meaning of the whole concept.

In all, fractions, according to Robert Asafo Adjei, are number ideas that are not whole numbers.

He therefore, recommended paper folding, use of Cuisenaire rod and number line for helping

pupils to understand the concept of fractions.

D. Paling, in his book, also suggested two most important ideas that children need to know

which would help them to understand the concepts in fractions. They are the idea of fractions

and notation used and the idea of equivalence.

Pamela Liebeck in her book, ‘How Children Learn Mathematics‘ identified two main

obstacles to understanding fractions. These are: fractions cannot be thought of as separate

independent identity and understanding the complicated notations by which fractions are

symbolized. J. L. Martins et al in their book recommended a simple game called the Shade in

10
game for teaching the concept while C. E. L Farmer and others used graph sheets as the

teaching and learning material for teaching addition and subtraction of fractions.

Cramer,Post and delMas (2002) the word ‘one-half‘ refers to one part of an object that has

been divided into two equal parts.The esiest way to put into a symbol is to write the numerals 1

and 2 and separate them by a stroke (/).This gives ½.The symbol thus gives the basic ideas,one

out of two equal parts.

Even though much has been done on the topic, there is still a need for more research into the

same topic. This is because; there are other relevant books which the researcher did not review

and even the teaching and learning materials used by the researcher can be modified in other

ways for teaching the same topic which would have brought better understanding.

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 CHAPTER THREE

METHODOLOGY

The chapter comprises discussion on research design, population and sample selection and the

research instruments used for data collection. It also deals with the intervention processes used

to combat the problem.

Research Design

The action research design was used for the study. This is because; it aims at solving existing

problems with immediate solutions through the application of scientific method. Action

research by its nature can be used by teachers in solving problems in the classroom very easily

without wasting time or resources.

Population and Sample Selection

The research was carried out on the pupils of Kayera/Awisem M/A Basic five with a total

population of forty-five pupils comprising twenty-four boys and twenty-one girls. Twenty out

of this number were selected together with gender equity and those believed not to have

understood the concept.

The purposive sampling technique was used to select the sample size. This was done by

selecting all the pupils who can not add and subtract simple fractions.

The purposive method was used since it gives studies based on samples required, less time

wastage and more importantly, it produces quick results.

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Research Instruments

Research instrument is a tool that a researcher uses to collect data and other information for the study.

The researcher used observation for collecting data. Pupils in the sample group were observed

carefully at a particular time in order to accumulate vital information on the problem identified. This

instrument was used because there was first hand information without relying on reports of people

which may not be true at times.

The instrument was used to study the learning behaviour of pupils in other subjects.

Along side the observation the researcher used the oral interview and test. The researcher conducted

face-to-face interview with the pupils to find out more about the problem.

The reason for using other instruments was that, interview for instance can be adjusted to meet many

situations and give opportunity to observe behaviour that may not be available when other methods are

used.

At the end of the observation and the use of other instruments, the following were identified as the root

causes of the problem:

 Inappropriate use of teaching and learning materials and poor teaching techniques used by the

teacher.

 Weak knowledge of operations involving fractions in general

 Inadequate knowledge in addition and subtraction of figures by the pupils.

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Interventions

Pre-intervention

Here, pre-test was conducted by the researcher to determine the strength and weakness of the pupils‘

understanding of the concept addition and subtraction of fractions. This was to find out the extent of

pupils‘ problem in order to know exactly where to begin the intervention and the extent to teach the

topic.

Pupils‘ works were marked and the results show that pupils‘ really have problems in finding

solutions to problems involving fractions.

Intervention

The researcher after marking the pre-test exercises realised that the problem truly exists. A decision

was therefore, taken by the researcher to construct the Cuisenaire rod as the teaching and learning

material and use it to re-teach the topic ‘addition and subtraction of fractions‘ in order to help

improve pupils‘ understanding, hence changing pupils‘ perception about the subject mathematics as

a difficult one.

A simple Cuisenaire rod was constructed by the researcher. These are rods with specific colours and

length which represent specific value of numbers. Each rod has a colour which represent a specific

number or value. The various Cuisenaire rods were then displayed for the pupils to feel and observe.

The researcher then guided the pupils to identify the colours, the length of each rod and the value or

the number each Cuisenaire rod represents. The Cuisenaire rods which have the values from one to ten

and their colours are as shown below.

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Rod colours

W 1
RRED 2
LIGHT GREEN 3
PURPLE 4
YELLOW 5
DARK GREEN 6
BLACK 7
BROWN 8
BLUE 9
ORANGE 10

The researcher then took time to guide pupils to identify the various Cuisenaire rods one after the other

by their colours, lengths and values. The researcher continued by developing a mnemonic to help the

pupils to remember the colours. The mnemonic is ‘WRIPYDB3O‘ which represent the colours of all

the ten rods.

To use the Cuisenaire rod, we choose any rod or set of rods to be our whole depending on the fractions

given in the question. If the fractions have the same denominators or the same number, it can be solved

as straight forward addition. That is the value of the denominator of the fraction must be chosen as the

rod with that value. For example, in the fraction 2/5 + 1/5, the denominator of the two fractions will be

chosen which is yellow rod representing five and the numerators which are two and one will be added

and compared with the original rod chosen. It is similar to subtraction of fractions with the same

denominator but only that part will be taken away in the subtraction.

But for the fractions with unlike denominators, choose a whole which can be the lowest common

multiple of the two denominators. For example, 2/3 + 1/4, choose the whole that can be the lowest

common multiple of three and four. The whole here therefore, will be twelve since three and four can

15
partition it. Then you solve by comparing. This is the same for the subtraction and for proper fractions,

change them into improper fractions and solve or add the whole numbers separately and the fractions

also separately.

Activity one

Solving addition of fractions having the same denominators or name using Cuisenaire rod For

example, 3/5 + 1/5 =

Procedure

Choose a rod to be your whole but since we have the same denominators for the two fractions, we must

choose yellow as our whole and white rod each as one-fifth. Then take the numerator of the first

fraction, that is light green rod (3) and add the numerator of the second fraction, which is white (1) to

it. It will give us purple (4) which will be compared to the original whole rod as 4/5 which gives us the

result as shown below.

Yellow Yellow as the original rod

W W W 3/5 of the original whole

W Add 1/5 to the 3/5

4
W W W W /5 in all when compared to the original whole
So, 3/5 + 1/5 = 4/5

Activity two

Solving subtraction of fractions having the same denominators or name using the Cuisenaire rod

Example, 3/5 ‘ 1/5 =

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The same procedure is used for solving subtraction of fractions with the same denominators or the

same name. That is, choose yellow as the original rod then take three fifth from it and subtract one-

fifth from it. Compare the result with the original rod and hence the answer.

Yellow Yellow as the original whole

3
W W W /5 of the original whole

W Subtract 1/5 from the 3/5

W W 2
/5 of the original whole

Therefore, 3/5 ‘ 1/5 = 2/5

Activity three

Solving addition of fractions with different denominators but one being a multiple of the other.

Example, 5/8 + ¼ =

Here, we can see that eight (8) is a multiple of four (4). So we must choose a rod that can be splitted

into eight parts. The brown rod will therefore be chosen as the original. Take white rod to represent

one-eighth. Then take the first numerator which is five-eighth part from the original rod. For the

second fraction, take red rod to represent one-forth of each rod. Then add the one-forth to the five-

eighth part of the white rod. Then change the red rod to white rod and add together and then compare it

with the original rod which will give the answer as shown below.

Brown Brown as the original rod

W W W W W 5/8 of the original whole

P P P P Divide the original rod into 4 parts

R One-forth of the partitioned whole

In all, 7/8 of the original whole

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Activity four

Solving addition and subtraction of fractions with unlike denominators

Example, 2/4 + 1/3 =

Here, the fractions are not multiples of the other, so we must choose a whole which can split into four

and at the same time into three equal parts. This made us to choose a rod with length equal to the

lowest common multiple of three and four which is twelve. Therefore, black and yellow rod may be

chosen as a whole. Apart from these rods, other rods like brown and purple, blue and green, orange and

red rods can all be used.

After this, find the colour of the rod which divides twelve into four and three equal parts respectively.

Purple would divide three times and light green would divide four times equally. Now take two light

green from the whole to represent 2/4 and one purple to represent 1/3. Add the two rods and change

them for white rods then compare with the original rod to give the result as shown below.

Yellow Black

L. Green L. Green L. Green L. Green

Dark Green

Purple Purple

Purple

W W W W W W W W W W

The same procedure is used for solving the subtraction too but the only difference is that the second

fraction will be taken away from the first fraction and compared the result to the original rod.

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Post-intervention

The researcher after the implementation of the intervention with the teaching and learning material

conducted another test to examine the success of the intervention. It was observed that majority of

those who did not perform well in the lesson earlier became conversant and happy about the topic.

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 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

This chapter focuses on the data collection, representation and analysis of the findings. That is, it will

unfold and discuss the results of the findings of the whole study. The interview and the test methods

were used in gathering information from Kayera/Awisem M/A basic five.

The statistical tool used was frequency distribution table and percentage for representing data collected

from the interview conducted.

Data presentation

The researcher is so curious about the causes of the pupils‘ attitude towards addition and subtraction

of fractions therefore conducted a simple interview as shown below.

Table one

Pupils‘ attitude towards addition and subtraction of fraction

Responses Frequency Percentage (%)

The topic is difficult to understand 8 40

The topic is easy to understand 2 10

Interesting but not well taught by the teacher 3 15

No motivation to enhance better understanding 7 35

Total 20 100

From the table above, eight (8) pupils representing forty (40 %) percent of the total population of the

class said the topic is difficult to understand. Two (2) pupils representing ten percent (10 %) said the

20
topic is easy to understand and three (3) pupils representing fifteen percent (15 %) said it was

interesting but not well taught by the class teacher hence the difficulty in understanding.

The remaining seven pupils representing thirty-five percent (35 %) said there was no motivation to

enhance better understanding.

A critical look at the table and its analysis revealed that, about ninety percent (90%) of the sample

selected do not understand the topic which is due to poor teaching methods and procedures used by the

classroom teacher during the lesson delivery.

Based on this interview and its findings, the researcher further used the test to examine the degree of

the pupils‘ understanding in the topic. The test was in two folds. That is pre-test and post-test which

were conducted before and after the intervention designed respectively.

Table two

Pre-test results

Marks Frequency Percentage (%)

O - -

1 7 35

2 6 30

3 4 20

4 1 5

5 1 5

6 1 5

Total 20 100

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Observing the table for pre-test, it could be seen that no body had zero (0). Moreover, seven (7) pupils

representing thirty-five percent (35 %) obtained one mark. And six (6), representing thirty (30) percent

had two (2) marks. Four (4) pupils representing twenty percent (20%) scored three (3) marks.

Finally, one (1) pupil representing five percent (5) had four (4), five (5) and six (6) marks each.

A look at the table shows that, out of twenty (20) pupils selected, only two had pass marks which is

from five and above representing ten percent. The rest eighteen (18) pupils representing ninety percent

(90 %) failed. This therefore, revealed that, pupils do not understand the concept at all.

Table three

Post-test results

Marks Frequency Percentage (%)

4 1 5

5 1 5

6 2 10

7 3 15

8 4 20

9 4 20

10 5 25

Total 20 100

From the table for the post-test conducted above, it clearly shown that nobody scored marks below

four out of the total of ten marks. The least mark therefore, was four marks which was scored by a

single pupil representing five (5) percent. More so, one pupil representing five (5) percent also scored

22
five marks and two pupils representing ten (10) percent scored six (6) marks. Three pupils from the

population selected, had seven marks. They represent fifteen (15) percent and four (4) pupils

representing twenty (20) percent scored eight (8) and nine (9) marks respectively. The remaining

sample target of five (5) pupils representing twenty-five (25) percent scored the full mark.

A look at the table therefore, reveals that, after the intervention, pupils‘ performance rise up

significantly thereby, showing ninety-five (95) percent pass; that is those who obtained marks from

five (5) and above.

Pupils performance in the post-test revealed that, there was a great change and improvement over the

earlier performance in the pupils selected due to the used improvised designed teaching and learning

material and good lesson preparation and delivery strategies adopted by the researcher which

motivated the pupils.

The aims and objectives of the research which were stated earlier were therefore, achieved. It could

also be deduced that, the intervention design helped answered the research questions stated once it

solved the pupils‘ problem of inability to understand the concept ‘addition and subtraction of

fractions‘. Pupils now understand the concept in depth and can apply the knowledge acquired to solve

other problems in mathematics and their everyday problems that come their way in calculation.

23
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This is the last chapter of the whole project work. It will therefore, discuss briefly, the main issues

explained in the first four chapters. Then conclusions and recommendations will be made by the

researcher.

Summary

The research was conducted at Kayera/Awisem M/A Primary Basic five. The researcher observed one

day that the classroom teacher taught the lesson addition and subtraction of fractions which looked

more teacher- centered and then made pupils not to understand the whole concept.

The researcher then conducted interview and test to the pupils to see the extent of their understanding.

It was found out that the classroom teacher taught the lesson with set of rules and procedures with any

motivation and teaching learning materials which made the pupils to forget the process within a very

short time.

A planned lesson making use of concrete materials precisely Cuisenaire rods was then used to re-teach

the lesson as the intervention material which ignored the use of the usual least common multiples

approach adopted by the classroom teacher.

After the intervention the research gave another test in form of post-intervention, observation and

interview in addition to see the level of the pupils‘ performance again. The results revealed that, the

use of the Cuisenaire rod as the teaching learning material and enough activities with motivation, made

the pupils to improve upon their performance greatly. Majority of the pupils at this time scored marks

24
above seven (7) out of the total of (10) marks. This then showed that, pupils‘ level of understanding

and participation in the lesson improved tremendously thereby solving the problem identified by the

researcher.

Conclusion

To conclude it all, the researcher after comparing the findings to the related literature reviewed realized

that, the explanation given to the fractions as the number ideas that are not whole numbers is in line

with how the researcher sees it.

The researcher upon this used the Cuisenaire rod which was recommended by other writers like Robert

Asafo Adjei for the sake of the weak pupils identified with the problem. But the method the researcher

used was quite different from what was said in the literature reviewed in that the researcher‘s method

involved more activities, explanations and development of simple mnemonics for easy remembrance

of the colours and their values by the pupils. The pain took by the researcher to help pupils prepare the

Cuisenaire rod from the local materials also enabled them have enough practice on their own during

their leisure times in their various homes. This will then solve the problem of inability of the pupils to

understand the concept addition and subtraction of fractions in mathematics.

Recommendation

As a result of the use of the Cuisenaire rod, motivational strategies, friendly cordial relationship and

the method used by the researcher, pupils fear and misconceptions about mathematics has reduced

drastically which made pupils to have interest in the lesson and positive attitudes towards mathematics.

25
But the researcher recommended the use of improved teaching learning material to ready made ones

because the ready made ones are very scarce to get. Moreover teaching the concept without relevant

teaching learning material is like pouring water in a bottomless basket which makes the concept

difficult to understand. Pupils should also be taught hoe to prepare some simple teaching learning

materials themselves because it was noticed that, pupils play with the materials prepared by themselves

than the one prepared and used to teach.

On the whole, the project work had a positive effect on the pupils‘ attitude towards the learning of

mathematics and should be applied to achieve positive results.

Despite the success chalked in the project work, the researcher recommends formation of mathematics

clubs and study groups or partners in the school as it was observed that pupils interact freely with their

friends than the teachers in the classroom. For this will enable them share their problems and seek for

help when needed.

Also, pupils must be educated on the importance of mathematics and education as a whole. This is

because some pupils do not pay the necessary attention when lesson delivery is going on especially in

mathematics. They only think about mathematics as a difficult subject thereby not doing any attempt to

know it. This enormous idea must be removed from their minds through talks.

Finally, in-service courses and workshops for the teachers at school should also be done in order to

keep their minds abreast with time.

26
REFERENCE

Abbiw-Jackson D. K. (1994) Ghana mathematics series for teacher colleges, volume one,

Accra.

Apronti Daniel O. (2001) Teaching mathematics in basic schools, Institute for Education Development

and Extension, University College of Education, Winneba.

Asafo-Adjei R. (2001) Teaching basic mathematics for training colleges, Bayoba Publishers,

Kumasi-Ghana.

Ghana Education Service (2008) Handbook on lesson notes preparation and teaching learning

materials for primary schools.

Kalejaiye Adedoton O. (1985) Teaching primary mathematics.

Liebeck Pamela (1984) How children learn mathematics.

Martin J. L. et al, (1994), Mathematics for teacher training in Ghana, Distinctive Publishing Ltd.

Ministry of Education (2007 Mathematics syllabus for primary schools

Mooney Claire et al (2000), Primary mathematics, learning matters Ltd, London.

Palling D. (1982),Teaching mathematics in primary schools, Oxford University Press, Walton.

27
 Appendix A

Interview guide for pupils on their attitude towards addition and subtraction of fractions.

1. Addition and subtraction of fractions is difficult to understand.

2. Addition and subtraction of fractions is easy to understand.

3. Addition and subtraction is interesting but not well taught by the teacher.

4. There is no motivation to enhance better understanding of the topic.

28
 Appendix B

Sample of pre-test and post-test questions given to the pupils to examine the extent of their problem.

2
1. /5 + 1/5

2. 2
/5 ‘ 1/5

3. 5
/8 + ¼

4. 5
/6 ‘ 2/3

5. ¼ + 3 /8
2
6. /4 + 1/3

7. ¾ - 1 /3

8. 5
/8 ‘ ¼
3
9. /6 -1/3
3
10. /6 + 1/6

29
Appendix C

30
31
Appendix D

32
33
 Appendix D

Lesson note used for the intervention No. on Roll: 45

School: Kayera/Awisem M/A Primary Reference: Hand book on lesson note Preparation and Teaching

Subject: Mathematics Learning materials

Class: Five (5) Robert Asafo-Adjei (1991) Teaching Basic Mathematics for

Training Colleges Page 72

Mathematics Syllabus for Primary Schools five.

Day/Duration Topic/Sub-topic Objectives/R.P.K T.L.M / T. L.A Core-Points Evaluation/Remarks

DAY TOPIC OBJECTIVES T.L.M: Cuisenaire rod

Tuesday Fractions By the end of the lesson, pupils

T.L.A

SUB-TOPIC will be able to -Revise pupils‘ previous

DATE Addition and subtraction

- of Explain knowledge
what through questioning and

25-03-2014 fraction fractions are. answering method.

- Identify For
theexample if 20 oranges are given

various Cuisenaire rods towith10 pupils to share among

34
DURATION their colours, length andthemselves,
the how many will each Evaluation
3
60 minutes values or number person
each get? /5 + 1/5

represent. Expected answer: each will take 2. 2

/5 ‘ 1/5

- Add Iftwo
only 3 pupils take the orange, how 5
/8 + ¼

fractions. many will each get if they add it 5

/6 ‘ 2/3

- Subtract together?
one ¼ + 3 /8
2
fraction from another. Expected answer: 6 oranges. /4 + 1/3

How many pupils can pick the rest

by picking two each?

R. P. K

Pupils share food and things

among themselves in the home

ACTIVITY I

and the school. Teacher helps pupils to explain the

They also know additionterm

and fractions. Help them to know

subtraction of numbers upthe

to 4-name given to the top number

35
digits. and the down number of a given
Fractions are number ideas

fraction. which are not whole numbers.

Example, ½, 2/3, 4/8, 5/8 etc.

For every fraction, there are two

numbers concerned. The top

number is called numerator

while the down one is called

denominator. The top one

represents the portion taken

away and the down one

expresses the number of portions

the whole is divided into.

Cuisenaire rods simply are rods

ACTIVITY II with specific colours and lengths

Display the Cuisenaire rods onwhich

the represent specific number

36
table for pupils to interact with. values.

Guide pupils to identify the colour,

length and the value of each rod. Let

them compare the rod with each

other and to see how they are

related..

Continue to teach them how to use

the rods.

ACTIVITY III

Teacher writes addition of fraction

having the same denominators on

Yellow
the chalkboard. Eg: 2/ 5 + 1/5 and W W W
W
guide pupils to find the results. To W W W W
add fractions of the same

37
 3
denominator, choose a rod which/5 +is1/5 = 3+1/5 = 4/5

equal to the value of the

denominator. So the rod to choose

here is yellow. Then take the

numerator of the first fraction which

is light green rod (3) and add the

numerator of the second fraction,

that is white (1) to it. Compare the

results with the original one.

ACTIVITY IV

Teacher writes subtraction of

fractions having the same Yellow

W W
denominators on the chalkboard.
W W
Example, W W

3
/5 ‘ 1/5 and guide pupils to find the

result.

38
To subtract one fraction from

another, choose the rod that is equal

to the denominator. So yellow is

chosen, then take three parts and

take one part out of it. Compare the

5 ‘ /5 =
results with the original rod to3/give 1 3-1
/5 = 2/5

the answer.

ACTIVITY V

Teacher writes addition of fractions

with different denominator but one

being a multiple of the other on the

board. Example 5/8 + 1/4

And guide the pupils to find the

result. Her, since the two

denominators are of the same

multiples, the rod which is best for

39
this is brown. Take the first

numerator that is five parts from the

rod. Take two rods to represent 1/4

From it again. Add them and

compare with the original rod to

give the answer.

ACTIVITY VI

Teacher writes addition of fractions

of unlike denominators on the

chalkboard for pupils to find the

results. Example
2
/4 + 1/4.

Here, we choose a rod which can

split into four and three at the same

time so black and yellow are chosen

to get a whole of twelve. Find the

40
colour of the rod which divides

twelve into four and three equal part

respectively. Purple will divide and

light green will divide into four and

three equal parts respectively. Now

take two light green rods from the

white to represent 2/4 and one purple

to represent 1/3.

Add the two rods together and

change them for white and compare

with the original whole to give the

results.

41