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Borko, H., Eisenhart, M., Brown, C., Underhill, R., Jones, D., & Agard, P. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Maths Edu-cation, 23, 194-222. http://dx.doi.org/10.2307/749118

has been cited by the following article:

• TITLE: Analysis of Pupils’ Difficulties in Solving Questions Related to Fractions: The Case of Primary School Leaving Examination in Tanzania

  AUTHORS: Joyce Lazaro Ndalichako

  KEYWORDS: Distracter Analysis; Fraction Computations; Misconceptions

  JOURNAL NAME: Creative Education, Vol.4 No.9B, September 30, 2013

  ABSTRACT: In this paper, analysis of the performance of candidates in Mathematics in Primary School Leaving Examination was conducted with the aim of highlighting difficulties encountered in solving fraction-related problems. The analysis has indicated that a considerable number of candidates could not perform correct operations related to fractions. They tended to confuse fraction concepts with whole number concepts. For instance, in questions involving addition of fractions, they were treating numerators and denominators as separate entities. Possible reasons for such difficulties in solving questions related to fractions include lack of understanding of appropriate procedures to apply in solving a problem, the complexity of the task, over-generalization of procedures even in situations which are inappropriate. It is recommended that a protocol analysis be conducted in order to gain a deep understanding of the thought process of candidates when attempting questions related to fractions so that teachers may use relevant teaching methods that would facilitate meaningful learning of fractions.