Using The Onto-Semiotic Approach to Identifying Pre-Service Elementary Teachers^ Difficulties When Solving Fractions Problem
Yeni Dwi Kurino (a*), Tatang Herman (b), Mohamad Gilar Jatisunda (c)

a) Universitas Pendidikan Indonesia
b) Universitas Pendidikan Indonesia
c) Universitas Pendidikan Indonesia

Abstract

The primary goal of this research is to use an onto-semiotic approach to analyze the difficulties encountered by pre-service elementary teachers when solving fraction problems. This study employs a phenomenological design approach. Tests and interviews are used to acquire data. The research participants is pre-service elementary teachers totaling 27 individuals who studied the fractions content- 5 of the 27 students were interviewed. The findings indicated that prospective elementary school educators struggled with the formal definition of fractions and the description of symbols or notations. They have trouble solving fractional problems in other ways. There is evidence that their practical understanding is superior to their conceptual grasp of fractions

Keywords: Difficulties, Fractions Problem, Pre-service elementary teachers

Topic: Mathematics Education