Abstract
Abstract
The research aimed to conduct an in-depth investigation of the learning obstacles faced by elementary students in the concept of fractions. Employing a qualitative method, this study involved the fourth and fifth graders of elementary schools as the participants. The data were collected both quantitatively and qualitatively. The quantitative data were collected through a test on the concept of fractions developed by the research team. Meanwhile, the qualitative data were collected via interviews. The data were then analyzed using quantitative and qualitative methods. The results of the quantitative data analysis indicated that the average number of students who answered the overall test questions correctly was 13.33%. Through qualitative analysis, it was found that the students experienced three types of learning obstacles including epistemological, didactical, and ontogenical obstacles. Epistemological obstacles were faced by the students in the construction of fractions as parts of a whole in the visualization of the model area. Didactical obstacles occurred in the construction of fractions as parts of a whole in the visualization of discrete models and improper fractions. Ontogenical obstacles occurred in the construct of fractions as measures, especially placing fractions on the number line. The findings of this study can be used as a basis for educators to develop learning designs on the concept of fractions in elementary schools.