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Posted on April 11th, 2014, by

The learner analysis is very important in terms of understanding effective approaches to instructions and designing instructions that can help learners to tackle their problems and to learn successfully. In this regard, the analysis of students performance and problems they encounter in their learning of math can help to identify key challenges they face and the ways to overcome obstacles on the way of learners to the successful learning. While designing instructions for students, educators should take into consideration such factors as existing challenges and difficulties students have in math, their current level of the academic development, skills and abilities, motivation and other factors that may influence the learning of students and their academic performance. At this point, the learner analysis has revealed the fact that the major problem students of the 5th grade are currently facing in math is their failure to understand and manipulate fractions, while educators should consider changing instructions strategy to help students to tackle their problems and to gain confidence in their ability to understand and manipulate fractions.
Instructional problem
At the moment, students have difficulties with understanding and manipulating with fractions. One of the major causes of students’ difficulties with understanding and manipulating fractions is the problem of students understanding and manipulating with improper fractions, mixed numbers, common denominators, and renaming and comparing fractions by finding a denominator, equivalent fractions and order fractions of all types. In such a way, students have multiple problems which accumulate and prevent students from understanding and manipulating fractions. In this regard, it is worth mentioning such problems as their failure to manipulate properly with improper fractions, mixed numbers, common denominators, and renaming and comparing fractions by finding a denominator, equivalent fractions and order fractions of all types. Obviously, the resolution of these problems is essential for the resolution of the problem of understanding and manipulating fractions.
However, the instructional problem is much deeper because the failure of students to understand and manipulate fractions is the consequences of ineffective instructions. Therefore, educators should pay attention to the development of instructions that meet students’ level of academic development and their current skills. Obviously, educators should develop students skills to teach them using improper fractions, mixed numbers, common denominators, and renaming and comparing fractions by finding a denominator, equivalent fractions and order fractions of all types properly. Otherwise, they will unable to tackle fractions successfully.

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