The Developmentalist Theory of Learning Approach of Teaching the Concept Fractions: The Case Study of Jerome Bruner’s Theory of Development Model.

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The Developmentalist Theory of Learning Approach of Teaching the Concept Fractions: The Case Study of Jerome Bruner’s Theory of Development Model.

Abstract

Fractions are well known to be difficult concept to learn. This makes the difficulty faced by the students of Choggu Demonstration Junior High School in the Sagnerigu District of the Northern Region of Ghana with the concept of fractions not an exception in the teaching and learning of fraction. The research design used was Action research. The study employed a simple random sampling technique to select forty (40) students out of the ninety (90) JHS.1 students for the study. Unstructured interview, Pre-test and Post-test were the research instruments used for data collection. Ninety percent (90%) of the students did not make meaning from the numerals of fractions shown to them, the only numeral which was popular among the fractions shown was half (ie. ½).  In order to encompass the major aspects of knowledge about fractions, Bruner`s theory of development strategy was the intervention used to assist the students to overcome the difficulty they have in fraction.

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