Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire Rod and Paper Folding: A Case at Chamba M/A Junior High School
Teacher Education and Curriculum Studies
Volume 5, Issue 3, September 2020, Pages: 53-60
Received: Nov. 12, 2019; Accepted: Feb. 3, 2020; Published: Jun. 28, 2020
Views 198      Downloads 42
Jagri Bagyepu Bernard, Mathematics Department, St Vincent College of Educatipon, Yendi, Ghana
Aloliga Golbert, Mathematics Department, St Vincent College of Educatipon, Yendi, Ghana
Susuoroka Gabina, Mathematics Department, Nusrat Jahan Ahmmadiyya (NJA) College of Education, Wa, Ghana
Article Tools
Follow on us
The purpose of the study was meant to assist Junior High School form one pupils in Chamba M/A JHS to add unlike fractions. The study adopted action research design, as simple random sampling technique was used to select a sample of 45 pupils. Whilst, test (pre-test and post-test) and observation was used as instrument to collect data. Findings made from the study indicated mathematics teachers taught mathematics abstractly with less involvement of pupils. It was revealed that the intervention couple with the teaching learning resources used, it encouraged pupils’ participation during teaching and learning, as such their knowledge in unlike fractions improved significantly. The researcher recommend adequate preparation and careful selection of teaching methods and activities should be given much attention so as to enhance smooth delivery and pupils participation in lessons. Secondly, quizzes and group works should be encouraged to motivate pupils’ active participation in mathematics lessons. Mathematics teachers should do well to get appropriate teaching and learning resources and make efforts to use them in class to enhance better understanding. The Ghana Education Service in consultation with the Ministry of Education should organize in-service training from time-to-time for Mathematics teachers to upgrade their knowledge on the teaching of Mathematics. Finally, Ghana Education Service should also provide teaching and learning resources (Manipulatives) needed to all schools or pay teaching and learning materials allowances to enable teachers acquire materials for their lessons.
Cuisenaire Rods, Constructivist, Physiognomies, Hypothetical Lens, Fractions, Manipulatives, Paper Folding
To cite this article
Jagri Bagyepu Bernard, Aloliga Golbert, Susuoroka Gabina, Assisting JHS Form One Pupil’s to Add Unlike Fraction Using Cuisenaire Rod and Paper Folding: A Case at Chamba M/A Junior High School, Teacher Education and Curriculum Studies. Vol. 5, No. 3, 2020, pp. 53-60. doi: 10.11648/j.tecs.20200503.12
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
MOE. (2010). Teacching syllabus for core mathematics. Accra: CRDD.
Adu-Gyamfi, S. Donkoh, W. J. & Adinkrah A. A. (2016). Eduational Reforms in Ghana. Past and Present. Journal of Education and Human Development 5 (3), 158-172
NaCCA (2018). National Pre-tertiary Education Curriculum Framework for developing Subject Curricula, Cantonments, Accra
Nabie, M. J., Raheem, K., Agbemaka, J. B., & Sabtiwu, R. (2016). Multiple solutions approach (MSA): Conceptions and practices of primary school teachers in Ghana. International Journal of Research in Education and Science (IJRES), 2 (2), 333-344.
Bouck, E. C., Park, J., Sprick, J., Shurr, J., Bassette, L.& Whorley, A. (2017). Using the virtual-abstract instructional sequence to teach addition of fractions Research in Developmental Disabilities 70, 163–174
Jordan, N. C., Hansen, N., Fuchs, L. S., Siegler, R. S., Gersten, R., & Micklos, D. (2013). Developmental predictors of fraction concepts and procedures. Journal of Experimental Child Psychology, 116 (1), 45–58.
National Mathematics Advisory Panel (2008). Foundations for success: The final report of the national mathematics advisory panel Washington, DC: U.S. Department of Education.
Hecht, S. A., & Vagi, K. J. (2010). Sources of group and individual differences in emerging fraction skills. Journal of Educational Psychology, 102, 843–859.
Misquitta, R. (2011). A review of the literature: Fraction instruction for struggling learners in mathematics. Learning Disabilities Research & Practice, 26, 109–119.
Gersten, R. M., Chard, D., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of 173E.C. Bouck et al.
Doabler, C. T., & Fien, H. (2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties? Intervention for School and Clinic, 48, 276–285.
National Center on Intensive Intervention (2016). Principles for designing intervention in mathematics. Washington, DC: Office of Special Education, U. S. Department of EducationRetrievedfrom,
Browder, D. M., Jimenez, B. A., Spooner, F., Saunders, A., Hudson, M., & Bethune, K. S. (2012). Early numeracy instruction for students with moderate and severe developmental disabilities. Research & Practice for Persons with Severe Disabilities, 37, 308–320.
Root, J. R., Browder, D. M., Saunders, A. F., & Lo, Y. Y. (2017). Schema-based instruction with concrete and virtual manipulative to teach problem solving to students with autism. Remedial and Special Education, 38, 42–52.
Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Wray, J. (2010). Developing effective fractions instruction for kindergarten through 8th grade: A practice guide (NCEE 2010-4039). Washington, DC: National Center for Education Evaluation and Regional Assistance Retrieved from,
NCTM (2017)
Shin, M., & Bryant, D. P. (2015). Fraction intervention for students struggling to learnmathematics: A research synthesis. Remedial and Special Education, 36, 374–387.
Butler, F. M., Miller, S. P., Crehan, K., Babbit, B., & Pierce, T. (2003). Fraction instruction for students with mathematics disabilities: Comparing two teaching sequences. Learning Disabilities Research & Practice, 18, 99–111.
Jones, T. (2019). The Top 5 Reasons for using Manipulatives in the Classroom. Httpt:// Retrieved on 23/01/2020
Agrawal, J., & Morin, L. L. (2016). Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research & Practice, 31, 34–44.
Bouck, E. C., Satsangi, R., & Park, J. (2017). The concrete-representational-abstract approach for students with learning disabilities. Remedial and Special Education. [Advanced Online Publication].
T-TEL. (2015). Transforming teacher education and learning in Ghana Programme: Draft baseline survey report. Accra, Ghana: T-TEL/ Ministry of Education
Boaler, J. & Lamar, T. (2019). There is a Better way to Teach Students with learning Disabilities. Retrieved on 23/10/2020
Kennedy, L. (2019). How to Add Fractions: 3 easy steps. Retrieved on 22/01/2020
Obeng, A. K. B (2005), Core Mathematics for West Africa Secondary Schools and Colleges, Kumasi-Ghana: Approaches Ghana Ltd
Winston, B. (2019). How to Teach Math with Cuisenaire Rod. Retrieved on 22/01/2020
Mooney, T. A., Whitlow, W. L. Au, Paul, E. N. and Edward, A. T. (2007). Knowledge and Understanding: USA. Learning Matters Ltd.
Briggs, H. (2014). New Insight into how Children learn Math. https;// Retrieved on 22/01/2020
Mak, A. (2018). 4 Reasons Students Don’t pay Attention in Class. Why ands How. https://www.strenghsAsia. Com. Retrieved on 22/01/2020.
Dotse, D. (2000). Mathematics and the Threshold of the New Millenium
Aseidu, P (2011). AKI-OLA series, Accra: Aki-ola publications
Brinks, M.(2019). How to Add and Subtract Fractions SAT/ACT prep online Guides and tips. Retrieved on 22/01/2020
Chang, S. H.; Lee, N. H. &Koay, P. L. (2017). Teaching and Learning with Concrete-pictorial-abstract Sequence. A proposed model. The Mathematics Educator, 17 (1), 1-28
Creswell, J. W. (2014). Research design: qualitative, quantitative and mixed methods approaches (4th ed.), London and Califonia: SAGE Publications, Inc
Creswell, J. W. (2009). Research design: qualitative, quantitative and mixed methods approaches (3rd ed.). London
Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education (6th ed), Rout ledge Publishers (part)
McMillan, J & Schumacher, S. (2014) Research in Education, Evidence-Base Inquiry. Pearson Education Limited: England
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186