It is very crucial to note that the world we are living in today is becoming more and more

technologically advanced. By so doing, scientific and everyday technical experiences call for the

need to have a wide range of knowledge on mathematical concepts. Mathematics therefore, helps

to solve problems as we interact with this technologically and mathematics based environment. It

is from this background that this paper seek to discuss the problems that the writer has

encountered in the teaching and learning of mathematics.

One of the major problems or difficulties encountered in the teaching and learning of

mathematics for grade six pupils at Takwirira Primary School was the failure to add proper

fractions with different denominators.

Teaching is a process of facilitating learning. It involves a range of duties performed by the

teacher in enhancing teaching (Farrant 1988). As a teacher, having been conducting a lesson in

mathematics last term on the addition of fractions with unlike denominators, it was discovered

that quite a number of pupils failed to add them.

The lesson was clearly introduced where the teacher gave an example of Mr. Chipadza’s kraal

which included cattle and donkeys. He wanted to find out the fraction of donkeys to cattle

altogether but could not as it was difficult to tell after adding, what he was having. There was

now confusion whether to call them donkey cattle or just donkeys altogether, but later realized

that they all fall under animals. That’s their denominators were leveled to become animals.

On declaring the lesson, the teacher told the pupils that they were going to learn about the

addition of fractions with different denominators. He then went on to deliver the lesson by first

explaining the introduction where both the donkeys and cattle are animals so the denominator is

animals. The other fraction of animals are donkeys while the other are cattle. The teacher then
went on to demonstrate with this example 1/2 + 2/
4: Here we first looked for the lowest common
1
multiple of the denominators which is 4. Therefore, /2 + 2/4

2+2 4
= = /4 = 1 Whole

After having the same denominator we then say denominator 2 into the lowest common multiple

4 multiplied by the numerator 1 added to the denominator 4 into the lowest multiple 4 multiplied

by the numerator 2, leading us to the answer above. The teacher then allows for the pupils to

imitate and then group work which they did very well.

Upon given some work to do in their exercise books after the teacher was certain that the pupils

had no other questions and they had understood. The teacher discovered during marking that

some pupils got 8/10 as the answer on one of the given problem that is 3/4 + 5/6 = 8/10. Here, the

pupils had just added the numerators on their own and denominators on their own. Another pupil

gave 8/6 as the answer, without showing any working. On this one the pupil added the numerators

and maintaining the denominator of the second fraction. This then become a cause for concern as

I realized that there was a problem which needed to be addressed but after first finding out why.

From this point I tried to explain and giving some remedial exercises but there was not any

change to this problem. They were again either adding the numerators on their own or simply

adding the numerators while keeping the bigger denominator as their final answer even on where

the denominators were not related like 1/2 + 3/5 they wrote 4/7 with some writing 4/5.

It was then found prudent to consult the mentor on the same issue so that the problem could be

proved to be existing through the conducting of the same lesson by a different teacher.

Unfortunately nothing materialized as the same problem from the same pupils was discovered.
This therefore, proved that these selected grade six pupils had a problem in adding fractions with

different denominators.

Coming to the possible cause of the problem or difficulty the teacher came out with reflection

questions that are intended to think about a) the mathematical practices b) the mathematical

content that relates to and extends the mathematic task in this illustration c) the pupil thinking

and finally d) the teaching practices. Failing to reflect on each of the questions, refering to how

the pupils are conceptualizing it may be through pupils dialogue as needed. The reflection

questions includes the following:

i. Is there any evidence seen in the pupil that has something to do with the standards for

mathematical practice?

ii. When working with fractions with unlike denominators, how is spoken language helpful?

iii. What other examples might be used to show the logic of needing a common unit or

denominator?

iv. Are there any fractions whose (correct) sum is found by adding two numerators and

adding the denominators? How do you know?

v. What roles do units play in multiplication, considering the importance of having a

common unit?

Failure to address all this to the pupils could have contributed to the cause of the problem.

All the above brought the major possible cause being the failure of students to understand the

concept of finding the lowest common multiple (LCM) of the given numbers.

Another cause of the problem was failing to realize that they were now dealing with fractions

with different denominators instead of those with the same denominator. This brought in the
mathematical content issue in relation to the extents of the task for the concept or illustration and

also the lack of using concrete media.

Following the problem, the teacher then thought of possible suggestions or solutions to correct it.

This led to the interview with the mentors of all grade six pupils to try and address the problem

and how to overcome it. Children’s’ achievement in learning is affected by their language

development (Skinner 1977). The basis was first to be on the understanding of the mathematical

skills, that is as in our case, addition of proper factions with different denominators. Pailing

(1982) says that for one to be able to cope with the topic at higher levels, the foundations should

be properly laid. However, from the interviews, it was noticed that there was also lack of using

concrete media and using teaching methods which were not effective enough to bring about the

addition of proper factions with different denominators.

Turner (2010) refers to a strategy as a method or plan chosen to bring about a destiny or future as

an achievement of a goal. A strategy according to Johnson and Scholes (2011) is a direction and

scope of a person or an organization over the long-term, which achieves advantages for one

through configuration of resources. Therefore, a strategy can be an act or system of planning and

bringing into action different methodologies for the much desired future.

A fraction chart, was however used by the teachers as a teaching aid in assisting and helping

pupils to understand the addition of proper fractions with different denominators. Six fraction

charts were chosen, one for the teacher and the other five for the pupils.

Using of the fraction charts as a teaching and learning media, one can easily identify the

relationship between two fractions particularly their denominators, hence it will be easy for

pupils to find the lowest common denominator. Use of media by the pupils themselves and
applying other skills such as critical thinking and problem solving is also made possible through

use of fraction charts. Other concrete media such as cutting oranges and lemons helps pupils to

learn from concrete to abstract and improves the mastering of the concept. The diagram below is

an example of a fraction chart that was used as media during the lesson.

WHOLE
1 1 1 1
/4 /4 /4 /4
1 1
/2 /2
1 1 1 1 1 1 1 1
/8 /8 /8 /8 /8 /8 /8 /8

The first lesson was conducted on the 12th of February after all the scheming was done for

addressing the problem. In demonstration on using the fraction chart one should look and find

the lowest common denominator and also equivalent fractions. The participants during the lesson

were asked to look at their fraction charts, where, for example, 1/2 and 1/4 parts of the fractions

were and led them into discussions and analyzing their findings. The pupils gave different

views that include the relationships of the denominators and sharing concept of the same

denominator. As asserted by Hendrikz (1986) that friendship grouping is important in that pupils

feel more secure in working with their friends, the participants are organized in groups of fours

to check individual progress and be able to assist them, written work was also given to monitor

their progress and performance. Eight addition items were given to the pupils. Of the five pupils,

three got six out of eight correct while the other two got two out of eight correct. The teacher

assumed that the failed ones did not participate with others in their group work.
Practice makes perfect through continuous exercise in mathematics, bringing into consideration

the mathematical practices, relating mathematical content and tasks, critical thinking and the

teaching practices on the teacher’s side, mathematics will never be a problem again.

Mathematics is organized around inter-connecting themes, concepts and ideas.

REFERENCES

Farrant, J. S. (1988) Principles and practice of Education. London: Longman.

Hendrikz, E. (1986) Introduction to Education Physiology. Harare: College Press.

Kalejaiye, A. C. (1985) Training Primary Mathematics, Hong Kong: Longman.

Mabuto, H. (2000) Step in New Primary Maths Grade 6 pupils Book. Harare: Longman.

Skinner, D. (1977) The Selection of Behavior. Syndicate University: Cambridge Press.

Skinner, D. (2006) New Ventures in Mathematics Grade Six pupil’s Book. Longman.

Turner, D. W. (2010) Qualitative Interview Design: A Practical Guide for Novice. Orlando:

Southern University.

Education Development Centre, (2016) Adding fractions with unlike Denominators

https://creativecommons.org||licences|by-nc-nd/4.0/,(Accessed 06/07/2018)

Johnson, A. and Scholes, D. D. (2011) https://www.thinkpastrategy.com/ipthink.htm, (Accessed

29/06/2018)

Peterson, C. T. (2011) http://www.strategies.solutions.org.3729+ (Accessed 30/06/2018)