Commognition Framework: Types of Students’ Difficulty in Solving Fractional Task

Abstract

The fraction is substantial material because it supports understanding the concepts of other mathematical materials and is used in daily life. However, many students have a weak ability to find a solution to fraction tasks. Also, the specific researches focused on fraction issue based on commognition framework are very limited. Therefore, this descriptive research investigates the types of students' difficulty in solving fractional tasks based on the commognition framework. The study used a qualitative approach. The commognition framework includes visual mediators, routine, narratives, and word use. The knowledge was gathered through a written examination and an interview. The participants were 36 fifth-grade students. The triangulation process was used to ensure the quality and reliability of the testing findings by reviewing the outcomes of video recorded interviewing and the results' written analysis. The research findings revealed that the students' problems were mostly in the case of visual mediators, narratives, and routine mistakes. These kinds of failures will influence the next mission approach. In solving fraction tasks, the students used visual mediators very rarely. Thus, solving the fractional tasks made it difficult for them.