The elementary school teachers’ ability in adding and subtracting fraction, and interpreting and computing multiplication and division fraction

Hongki Julie


The purpose of this study was to describe the elementary school teachers’ mathematical skills on the numbers, especially fractions after they have participated in a workshop. The teachers’ abilities which would be described by the researcher in this study were the ability to interpret, to order, to add and subtract, to interpret the meaning of the multiplication and division, to multiply and divide, and to make problems about fractions. In this paper, the author just only would describe the teachers’ mathematical skills in adding and subtracting two fractions, interpreting the multiplication and division of two fractions, multiplying and dividing two fractions. This capability was described base on the results of a test given to teachers after they have attended the workshop. Research subjects in this study were 17 Kanisius Demangan elementary school teachers at Yogyakarta. Of the 17 teachers, 16 teachers could add and subtract two fractions. Six teachers of 17 teachers could interpret what was the meaning of multiplication of two fractions. One teacher could interpret what was the meaning of division of two fractions. All of the teachers could divide two fractions. Sixteen teachers of 17 teachers could multiply two fractions.

Full Text:



Ayunika, El. P. S., Juniati, D., & Maesuri, S. P. (2012). Early fractions learning of 3rd-grade students in SD Laboratorium Unesa. IndoMS Journal Mathematics Education, 3, 17-28

Campbell, Patricia F., dkk. 2014. The Relationship Between Teachers’ Mathematical Content and Pedagogical Knowledge, Teachers’ Perceptions, and Student Achievement. Journal for Research in Mathematics Education, Volume 45, No. 4, pp. 419 – 459.

Cochran, K. F., King, R. A., & De Ruiter, J. A. 1991. Pedagogical Content Knowledge: A Tentative Model for Teacher Preparation. Symposium paper presented at the annual meeting of the American Educational Research Association, Chicago.

Fosnot C. T. and Dolk Maarten. 2002. Young Mathematicians at Work: Constructing Fractions, Decimal, and Percents. Portsmouth: Heinemann.

Hadi Sutarto. 2002. Effective Teacher Professional Development For The Implementation of Realistic Mathematics Education in Indonesia. Doctoral Dissertation, University of Twente.

Johnson, Elaine B. 2010. CTL (Contextual Teaching and Learning) menjadikan kegiatan belajar-mengajar mengasyikkan dan bermakna. Bandung: Kaifa.

Julie, Hongki. 2014. Student Learning Materials on The Multiplication and Division of Fractions for Grade Five With Realistic Mathematics Education. Proceeding The 3rd SEA – DR Conference.

Julie, Hongki. 2016. Developing Student Learning Materials on The Multiplication Fractions For Grade Five With Realistic Mathematics Education. Presented on Fourth SEA – DR Conference.

Kandarkis, A. G. dan Poulos, M. S. 2008. Teaching Implications of Information Processing Theory and Evaluation Approach of Learning Strategies Using LVQ Neural Network. Advances in Engineering Education, Issue 3, Volume 5, March 2005.

Lortie-Forgues, H., Tian, J., & Siegler, R. S. 2015. Why is learning fraction and decimal arithmetic so difficult? Developmental Review. In press.

Ma, L. 1999. Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.

Magnusson, S., Krajcik, J., & Borko, H. 1999. Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). The Netherlands: Kluwer Academic Publishers.

Marks, R. 1990. Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of Teacher Education, 41(3), 3-11.

Marpaung, Y. 1987. Sumbangan Pikiran terhadap Pendidikan Matematika dan Fisika. Yogyakarta: Pusat Penelitian Pendidikan Matematika/Informatika.

Matlin, Margaret W. 2009. Cognition. Seventh Edition. New York: John Wiley&Sons, Inc.

Merriam, S. B. 2009. Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey Bass A Wiley Imprint.

Miles, M. B. dan Huberman, A. M.. 1994. Qualitative Data Analysis. London: Sage Publications.

Morra, Sergio dkk. 2008. Cognitive Development: Neo-Piagetian Perspectives. New York: Lawrence Erlbaum Associates.

Paul Suparno. 1997. Filsafat Konstruktivisme dalam Pendidikan. Yogyakarta: Penerbit Kanisius.

Paul Suparno. 2001. Teori Perkembangan Kognitif Jean Piaget. Yogyakarta: Penerbit Kanisius.

Scheerer, Constance (editor). 1964. Cognition: Theory, Research, Promise. New York: Harper&Row Publishers.

Shanty, Nenden Octavarulia, Yusuf Hartono, Ratu Ilma Indra Putri, & Dede de Haan. Design Research on Mathematics Education: Investigating The Progress of Indonesian Fifth Grade Student’ Learning on Multiplication of Fractions With Natural Numbers. IndoMS Journal Mathematics Education, 2, 147-162.

Shulman, L.S. 1986. Those who undersand: Knowledge growth in teaching, educational researcher, 15 (2), 4-14.

Shulman, L.S. 1987. Knowledge and teaching: Foundation of the new reform. Harvard Educational Review, 57 (1), 1-22.

Skemp, Richard R. 2009. Psychology of Learning Mathematics. New York: Routledge Taylor & Francis Group.

Solso. 1991. Cognitive Psychology. Boston: Allyn and Bacon.

Suharnan. 2005. Psikologi Kognitif. Surabaya: Penerbit Srikandi.

Treffers, A. (1991). Didactical background of a mathematics program for primary education. In L. Steefland (Ed.), Realistic mathematics education in primary school (pp. 21-56). Utrecht: CD-β Press.


  • There are currently no refbacks.