Knowledge of Fractions of Learners in Slovakia

Abstract

In this research, we set two main goals: to provide empirical data that point to the knowledge of fractions among fifth-grade primary school pupils on a national scale; and to determine the level of knowledge about fractions among university students, including future primary school teachers. We used two tests—the national-wide test T5 for the fifth-graders (a research sample of approximately 45,000 pupils), and the modified fraction test based on Sfard’s theory of reification, for the university students (162 students). At the end of the study, we focused on a content analysis of the university students’ solutions. We identified persistent difficulties with concepts of fractions not only by fifth graders but also by future primary school teachers.

Math Anxiety and its Relation to the Success of Mathematical Problems

“…Our previous studies have shown that math anxiety interferes with cognitive processing. With math anxiety, there is a decrease in working memory capacity, which is also related to students' results in mathematics [24], [25].…”