Exploring the use of productive practice for the development of procedural fluency with algebraic fractions in grade 10.

Abstract

Many learners in South Africa and globally struggle with poor performance in algebraic fractions. This widespread underachievement has prompted extensive research by scholars in mathematics education. Recently, there has been a notable shift in educational discourse: researchers and educators are moving away from the traditional classroom setting and teacher-learner approach to including more emphasis on learner-centred approaches. In response to the persistent challenges of learners underperforming in algebraic fractions, this study aimed to design and implement instructional activities as part of an intervention. Specifically, this study investigated whether the use of “productive practice” could enhance Grade 10 learners’ procedural and conceptual knowledge in the topic of algebraic fractions. The central research question guiding this study was: How should productive practice activities be designed and implemented to engender learner engagement for the consolidation of conceptual and procedural knowledge of algebraic fractions? This study was a qualitative approach and utilised a design approach – also known as, educational design research or developmental research – as its methodology. Data was collected by observational notes, audio recordings of the learners’ discussions and written responses of the activities. The framework that guided this study was productive practice. The results of this study indicated that many learners tend to forget previously taught constructs, and face challenges in understanding algebraic fractions and relevant terminology. Regular use of productive practice can reinforce prior learning, helping learners to retain information more effectively. The benefits of this study include the improvement of learners’ ability to simplify algebraic fractions and to enhance their mathematical thinking, which can contribute to learners performing better in the National Senior Certificate (NSC) examinations. Moreover, this study may provide teachers with valuable strategies to support learners’ success in this subject.