Misconceptions and Associated Errors Made by Basic 7 Learners in Fractions

The study’s aim was to determine misconception and errors made by basic 7 learners in fractions in the Kasena-Nankana Municipal in the Upper East Region of Ghana. The study also assessed the possible causes of the misconceptions and errors made by the learners. The research approach used was mixed methods and the design was convergent parallel. The sample size was sixty-three (63) learners selected from two intact Basic 7 classes using purposive sampling. Data was gathered using test and interviews. Errors were analysis using content analysis and interview was analysis thematically. The results indicated that learners made conceptual and procedural errors and the major misconception was learners overgeneralizing the idea of dealing with numerators separately from denominators as it is done in multiplication of fractions and addition/subtraction of whole numbers into addition and subtraction of fractions, and also assuming that fractions with largest denominators are always the lesser fractions. The interview finding also reveal that learners’ misconceptions and errors were due to (1) learners perceived ideas (perception) about mathematics and (2) Methods of instruction by teachers.