Elever som inte kan bråka bra nog – En kvantitativ studie om gymnasieelevers missuppfattningar av bråk

Abstract

This study aims to highlight what kind of misconceptions students show when solving problems and tasks involving fractions amongst Swedish students in upper secondary school. The purpose of the study is to get an idea of the common errors that students exhibit and use that information to give examples on how to plan and execute lessons in a way that these misconceptions can be prevented. The study used was a quantitative based study where the results are compared with the study Algebra students difficulty with fractions - an error analysis by Brown and Quinn from 2006. My study shows that many of the Swedish students have misconceptions when it comes to how they handle fractions. Some types of misconceptions that students show in the study is discussed. The most common misconception found in my study was that the students overgeneralize.