IDENTIFICATION ERRORS OF PROBLEM POSED BY PROSPECTIVE PRIMARY TEACHERS ABOUT FRACTION BASED MEANING STRUCTURE

Abstract

The purpose of this study was to identify problem posed by prospective teachers about addition fractions based on meaning structure. This study is a quantitative descriptive to identify errors of fraction problem posed by prospective teachers based on the meaning.  46 prospective primary teachers in 8^th semester in universities at Surabaya were involved in this research. Instrument in this study is a problem posing worksheet consisting two operations on fractions. Problems posed by prospective teachers were analyzed through three stages, grouping problems based on categories, structure of meaning, and analyze the error of the problem posed. The results of data analysis indicated that: (1) on the category of questions about fractions of 93.48% for 1^stoperations and 97.83% for 2^ndoperation, (2) on the Non-question category about operations fraction is 6.52% for 1^st operations and 1.17% for 2^nd operation. Grouping problems posed by prospective teachers based on structure meaning combined category is 62.79% for 1^st operations and 75.56% for 2^nd operation. For category of part relationships overall is 27.91% for 1^st operations and 20% for 2^ndoperation, while those which not belonging to the second category are 9.3% for 1^st operations and 4.44% for 2^nd operation. The errors of problem posed by prospective teacher based on meaning structure are (1) not related to daily life situation, (2) illogical problem, (3) unit is not appropriate, (4) fractions incompatible with the sum operation (5) gives whole number to give meaning fraction, (6) lost information, and (7) the added result exceeds the overall concept of the fraction.