Identifying Middle School Students' Understandings of Length Measurement and Fractions

This study aimed to elucidate the understanding of length measurement and fractions among middle school students. Designed as a case study, the research involved nine students from 6th, 7th, and 8th grades. Data collected through one-on-one interviews were analyzed using descriptive analysis. The findings revealed that participants' comprehension of fractions and length measurement predominantly fell within the pre-interiorization profile, encompassing pre-interiorization, interiorization, condensation, and reification profiles. Essentially, students were found to generally encounter difficulties in comprehending both fractions and length measurements. Furthermore, it was noted that students employed diverse strategies and methods, such as notch counting, dot counting, and intervals, when presented with fraction length models in various formats. They consistently demonstrated distinct understandings in response to each question, emphasizing the practicality of student answers in unveiling their comprehension of fractions and length measurement. Based on the research results, it can be recommended that mathematics teachers should address the basic concepts of fractions and their models more thoroughly in classroom practices. It may be recommended that teachers address the basic concepts and models related to fractions in more detail in their classroom practices.