Uncovering Basic Four Learners' Ideas about the Concept of Equal-Sharing in Fractions.

Over the years, understanding fraction-related concepts and applying them has presented a challenge to most learners, both young and old. Despite this, it is obvious that one cannot do away with the learning of fractions since it runs through almost all aspects of mathematics concepts. This study sought to explore 38 Basic Four learners' understanding of the equal-sharing concept related to fractions. An individual-test-assessment task was used as a data collection instrument by field assistants who administered the test to the learners in a one-on-one interview and the responses were observed and recorded. The results revealed that about 79% of the total class were found to be operating at the nonanticipatory strategy, 21% of them were showing emerging anticipatory strategies, while none showed dexterity in the anticipatory strategies that would have shown a more advanced knowledge of the concept of equal-sharing. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]