Addressing Student Learning Gaps in Fractions: How Effective is Synchronous Videoconferencing?

Irfan  Japar; Daniel  Asamoah; Masitah  Shahrill

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Abstract

The addition and subtraction of fractions are considered one of the most difficult topics in mathematics for students. However, interventions to improve student performance in this direction are not widespread. This action research study investigated the effectiveness of synchronous videoconference intervention in improving student performance in addition and subtraction of fractions. It also explored the perceptions of students about synchronous e-learning sessions. A total of 51 Year 7 students conveniently sampled from a government school in Brunei Darussalam served as participants for this study. The action taken included a pre-test, a videoconference lesson intervention, a post-test, survey, and interviews. The paired sample t-test revealed a significant difference in test scores t(50) = -3.50, p<0.001, with post-test scores (Mean = 8.47, SD = 1.78) higher than the pre-test scores (Mean = 7.1, SD = 3.10). These findings suggest that student performance improved after the videoconferencing intervention. The results of the survey and interviews revealed that the students had a positive perception of the videoconference lessons. They described the lessons as pleasant, collaborative, and convenient. However, they reported challenges, such as unstable internet connection, distractions, and inadequate teacher supervision. Despite these challenges, they equally preferred videoconferencing and traditional face-to-face lessons. This study concluded that videoconferencing could be a useful tool in teaching and learning fractions. It has the potential in improving student-centered teaching and learning, especially when the challenges that come with its use are controlled.

DOI : https://doi.org/10.22342/jpm.16.1.17027.103-120

Keywords

Addition and Subtraction Academic Performance Fractions Brunei Darussalam Synchronous Videoconferencing

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Japar, I., Asamoah, D., & Shahrill, M. (2024). Addressing Student Learning Gaps in Fractions: How Effective is Synchronous Videoconferencing?. Mathematics Education Journal, 16(1), 103–120. Retrieved from https://jpm.ejournal.unsri.ac.id/index.php/jpm/article/view/164

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References

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Abdul, L. S. N. (2021). Standardised testing and students’ wellbeing: A global or local problem? In P. Le Ha, A. Kumpoh, K. Wood, R. Jawawi & Said, H (Eds.), Globalisation, education, and reform in Brunei Darussalam (pp. 197-215), Palgrave Macmillan
Asamoah, D., Shahrill, M., & Abdul Latif, S. (2022). A review of formative assessment techniques in higher education during COVID-19. The Qualitative Report, 27(2), 475-487. https://doi.org/10.46743/2160-3715/2022.5145
Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., Jordan, N. C., Gersten, R., & Siegler, R. S. (2015). Development of fraction concepts and procedures in U.S. and Chinese children. Journal of Experimental Child Psychology, 129, 68-83. https://doi.org/10.1016/j.jecp.2014.08.006
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. https://doi.org/10.3102/0034654309333844
Bruce, C. D., & Ross, J. (2009). Conditions for effective use of interactive on-line learning objects: The case of a fractions computer-based learning sequence. The Electronic Journal of Mathematics and Technology, 3, 3-5. https://www.researchgate.net/publication/228361395
Bruce, C., Chang, D., Flynn, T., & Yearley, S. (2013). Foundations to learning and teaching fractions: Addition and subtraction. Curriculum and Assessment Branch, Ontario. Retrieved from http://www.edugains.ca
Chiasson, K., Terras, K., & Smart, K. (2015). Faculty perceptions of moving a face-to-face course to online instruction. Journal of College Teaching & Learning, 12(4), 231-240. Available at https://files.eric.ed.gov/fulltext/EJ1067275.pdf
Chong, W. W. N., Shahrill, M., Asamoah, D., & Latif, S. N. A. (2022). Non-digital card game and year 8 students’ performance in integers. Journal of Mathematics and Science Teacher, 2(1), em007. https://doi.org/10.29333/mathsciteacher/11928
Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). COVID-19 and higher education: First- year students’ expectations toward distance learning. Sustainability, 13(4), 1-19. https://doi.org/10.3390/su13041889
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge Academic
Daft, R. L., Lengel, R. H., & Trevino, L. K. (1987). Message equivocality, media selection, and manager performance: implications for information systems. Management Information System Quarterly, 11(3), 355- 366. https://doi.org/10.2307/248682
Denscombe, M. (2010). The good research guide: For small-scale social research projects (4th ed). Open University Press
Doggett, A. M. (2008). The videoconferencing classroom: What do students think? Journal of Industrial Teacher Education, 44(4), 29-41. http://digitalcommons.wku.edu/arch_mfg_fac_pub/3
Fazio, L., & Siegler, R. S. (2011). Teaching fractions. International Academy of Education
Fortune, M. F., Spielman, M., Pangelinan, D. T. (2011). Students’ perception of online or face-to-face learning and social media in hospitality, recreation and tourism. MERLOT Journal of Online Learning and Teaching, 7(1), 1-16. Available at https://jolt.merlot.org/vol7no1/fortune_0311.pdf
Francescucci, A., & Rohani, L. (2019). Exclusively synchronous online (VIRI) learning: The impact on student performance and engagement outcomes. Journal of Marketing Education, 41(1), 60- 69. https://doi.org/10.1177/02734 75318 818864
Finti, H. N. F. M. M., Shahrill, M., & Salleh, S. M. (2016). Integrating virtual manipulative with the use of iPad in the teaching and learning of fractions. Knowledge Management & E-Learning, 8(4), 581-601. https://doi.org/10.34105/j.kmel.2016.08.036
Goswami, R. (2018). Misconceptions in fraction. At Right Anglesa, 7(1), 48-51
Hamid, M. H. S., Shahrill, M., Rohani M., Mahalle, S., & Mundia, L. (2013). Barriers to mathematics achievement in Brunei secondary school students: insights into the roles of mathematics anxiety, self-esteem, proactive coping, and test stress. International Education Studies 6(11), 1-14. https://doi.org/10.5539/ies.v6n11p1
Hansen, N., Jordan, N. C., & Rodrigues, J. (2017). Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade. Contemporary Educational Psychology, 50, 45-59. https://doi.org/10.1016/j.cedpsych.2015.11.002
Idris, N., & Narayanan, L. M. (2011). Error patterns in addition and subtraction of fractions among form two students. Journal of Mathematics Education, 4(2), 35-54. Available at https://educationforatoz.com/images/Idris.pdf
Jamil, H., Ramli, H. M., & Leong, E. (2021). Advocating blended learning for university undergraduate level mathematical instruction beyond Covid-19. In S. A. Abdul Karim, & S. A. Husain (Eds.), Engineering and sciences teaching and learning activities. Studies in systems, decision and control (pp. 33-45). Springer, Cham. https://doi.org/10.1007/978-3-030-79614- 3_4
Kamii, C., Lewis, B. A., & Kirkland, L. D. (2001). Fluency in subtraction compared with addition. The Journal of Mathematical Behavior, 20(1), 33-42. https://doi.org/10.1016/S0732- 3123(01)00060-8
Keengwe, K., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in higher education. MERLOT Journal of Online Learning and Teaching, 6(2), 533-541. Available at https://jolt.merlot.org/vol6no2/keengwe_0610.htm
Khalid, M. (2007). Incorporating mathematical thinking in addition and subtraction of fraction: real issues and challenges. Progress report of the APEC-Khoen Kean international symposium. Available at https://www.crme.kku.ac.th/APEC/PDF%202007/Madihah%20Khalid.pdf
Laidin, D. R., & Tengah, K. A. (2021). Applying butterfly method in the learning of addition and subtraction of fractions. Jurnal Pendidikan Matematika, 15(2), 161-174. https://doi.org/10.22342/jpm.15.2.13934.161-174
Lin, X., & Gao, L. (2020). Students' sense of community and perspective of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169-179. http://www.asianjde.org/ojs/index.php/Asian JDE/article/view/448
Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38, 201-221. http://doi.org/10.1016/j.dr.2015.07.008
Low, J., Shahrill, M., & Zakir, N. (2020). Solving fractions by applying the bar model concept with the butterfly method. Jurnal Pendidikan Matematika, 14(2), 101-116. https://doi.org/10.22342/jpm.14.2.11261.101-116
Matzin, R., Shahrill, M., Mahalle, S., Hamid, M. H. S., & Mundia, L. (2013). A comparison of learning styles and study strategies scores of Brunei secondary school students by test anxiety, success attributions, and failure attributions: Implications for teaching at-risk and vulnerable students. Review of European Studies, 5(5), 119-127. http://dx.doi.org/10.5539/res.v5n5p119
Miller, S. P., & Hudson, P. J. (2007). Using evidence-based practices to build mathematics competence related to conceptual, procedural, and declarative knowledge. Learning Disabilities Research & Practice, 22(1), 49-53. https://doi.org/10.1111/j.1540-5826.2007.00230.x
Ni, A. Y. (2013). Comparing the effectiveness of classroom and online learning: teaching research methods. Journal of Public Affairs Education, 19(2), 200-204. https://doi.org/10.1080/15236803.2013.12001730
Olson, G., & Olson, J. (2003). Mitigating the effects of distance on collaborative intellectual work.
International Journal of Phytoremediation, 21(1), 33-36. https://doi.org/10.1080/10438590303117
Pallant, J. (2010). SPSS survival Manual. Open University Press
Racheva, V. (2018). Social aspects of synchronous virtual learning environments. AIP Conference Proceedings 2048, 1-9. https://doi.org/10.1063/1.5082050
Rahmawati, M. S., & Soekarta, R. (2021). Social Media-Based E-learning and Online Assignments on Algebraic Materials. Jurnal Pendidikan Matematika, 15(2), 175-190. https://doi.org/10.22342/jpm.15.2.13714.175-190
Rosli, S., Shahrill, M., & Yusof, J. (2020). Applying the hybrid strategy in solving mathematical word problems at the elementary school level. Journal of Technology and Science Education 10(2), 216-230. https://doi.org/10.3926/jotse.965
Salam, N. H. A., & Shahrill, M. (2014). Examining classroom interactions in secondary mathematics classrooms in Brunei Darussalam. Asian Social Science 10(11), 92-103. https://doi.org/10.5539/ass.v10n11p92
Sarwadi, H. R. H., & Shahrill, M. (2014). Understanding students’ mathematical errors and misconceptions: The case of year 11 repeating students. Mathematics Education Trends and Research, 2014, 1-10. https://doi.org/10.5899/2014/metr-00051
Schultz, R. (2003). The effectiveness of online synchronous discussion. Informing Science
Shahrill, M. (2018). Teachers’ devotion to review lessons: insights to the mathematics lessons in Brunei Darussalam. Journal of Physics: Conference Series 1028(1), 1-8. https://doi.org/10.1088/1742-6596/1028/1/012158
Shahrill, M., Petra, M. I., Naing, L., Yacob, J., Santos, J. H., & Abdul Aziz, A. B. Z. (2021a). New norms and opportunities from the COVID-19 pandemic crisis in a higher education setting: Perspectives from Universiti Brunei Darussalam. International Journal of Educational Management, 35(3), 700-712. https://doi.org/10.1108/IJEM-07-2020-0347
Shahrill, M., Noorashid, N., & Keasberry, C. (2021b). COVID-19: Educational practices and responses in Brunei Darussalam. In L. H. Phan, A. Kumpoh, K. Wood, R. Jawawi & H. Said (Eds.), Globalisation, education, and reform in Brunei Darussalam (pp. 325-354). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-77119-5_16
Simpol, N. S. H., Shahrill, M., Li, H-C, & Prahmana, R. C. I. (2018). Implementing thinking aloud pair and Pólya problem solving strategies in fractions. Journal of Physics: Conference Series, 943(1), 1-10. https://doi.org/10.1088/1742-6596/943/1/012013
Suffolk, J., & Clements, M. A. (2003). Fractions concepts and skills of form 1 and form 2 students in Brunei Darussalam. In H. S. Dhindsa, S. B. Lim, P. Achleitner, & M. A. Clements (Eds.), Studies in science, mathematics, and technical education (pp. 145-154), Universiti Brunei Darussalam
Trivena, V., Ningsih, A. R., & Jupri, A. (2017). Misconception on addition and subtraction of fraction at primary school students in fifth-grade. Journal of Physics Conference Series, 895(1), 1-7. https://doi.org/10.1088/1742-6596/895/1/012139
Tsng, Y. S., Shahrill, N., & Abdul, L. S. N. (2021). Exploring the effects and student’s views on the use of a tic-tac-toe game to teach mathematics in Brunei Darussalam. International Journal of Science, Mathematics and Technology Learning, 29(1), 50-65. https://doi.org/10.18848/2327- 7971/CGP/v29i01/49-65
United States Department of Education. (2008). The final report of the National Mathematics Advisory Panel. Available at https://www2.ed.gov/about/bdscomm/list/mathpanel/report/final- report.pdf
Vamvakoussi, X., & Vosniadou, S. (2010). How many decimals are there between two fractions? aspects of secondary school students’ understanding of rational numbers and their notation. Cognition and Instruction, 28(2), 181-209. https://doi.org/10.1080/07370001003676603
Ye, A., Resnick, I., Hansen, N., Rodrigues, J., Rinne, L., & Jordan, N. C. (2016). Pathways to fraction learning: Numerical abilities mediate the relation between early cognitive competencies and later fraction knowledge. Journal of Experimental Child Psychology, 152, 242-263. https://doi.org/10.1016/j.jecp.2016.08.001
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References

Abbas, N. H., Shahrill, M., & Indra P. R. C. (2020). Understanding primary school children’s learning on addition of fractions. Journal of Physics: Conference Series, 1613(1), 1-6. https://doi.org/10.1088/1742-6596/1613/1/012046

Abdul, L. S. N. (2021). Standardised testing and students’ wellbeing: A global or local problem? In P. Le Ha, A. Kumpoh, K. Wood, R. Jawawi & Said, H (Eds.), Globalisation, education, and reform in Brunei Darussalam (pp. 197-215), Palgrave Macmillan

Asamoah, D., Shahrill, M., & Abdul Latif, S. (2022). A review of formative assessment techniques in higher education during COVID-19. The Qualitative Report, 27(2), 475-487. https://doi.org/10.46743/2160-3715/2022.5145

Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., Jordan, N. C., Gersten, R., & Siegler, R. S. (2015). Development of fraction concepts and procedures in U.S. and Chinese children. Journal of Experimental Child Psychology, 129, 68-83. https://doi.org/10.1016/j.jecp.2014.08.006

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. https://doi.org/10.3102/0034654309333844

Bruce, C. D., & Ross, J. (2009). Conditions for effective use of interactive on-line learning objects: The case of a fractions computer-based learning sequence. The Electronic Journal of Mathematics and Technology, 3, 3-5. https://www.researchgate.net/publication/228361395

Bruce, C., Chang, D., Flynn, T., & Yearley, S. (2013). Foundations to learning and teaching fractions: Addition and subtraction. Curriculum and Assessment Branch, Ontario. Retrieved from http://www.edugains.ca

Chiasson, K., Terras, K., & Smart, K. (2015). Faculty perceptions of moving a face-to-face course to online instruction. Journal of College Teaching & Learning, 12(4), 231-240. Available at https://files.eric.ed.gov/fulltext/EJ1067275.pdf

Chong, W. W. N., Shahrill, M., Asamoah, D., & Latif, S. N. A. (2022). Non-digital card game and year 8 students’ performance in integers. Journal of Mathematics and Science Teacher, 2(1), em007. https://doi.org/10.29333/mathsciteacher/11928

Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). COVID-19 and higher education: First- year students’ expectations toward distance learning. Sustainability, 13(4), 1-19. https://doi.org/10.3390/su13041889

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge Academic

Daft, R. L., Lengel, R. H., & Trevino, L. K. (1987). Message equivocality, media selection, and manager performance: implications for information systems. Management Information System Quarterly, 11(3), 355- 366. https://doi.org/10.2307/248682

Denscombe, M. (2010). The good research guide: For small-scale social research projects (4th ed). Open University Press

Doggett, A. M. (2008). The videoconferencing classroom: What do students think? Journal of Industrial Teacher Education, 44(4), 29-41. http://digitalcommons.wku.edu/arch_mfg_fac_pub/3

Fazio, L., & Siegler, R. S. (2011). Teaching fractions. International Academy of Education

Fortune, M. F., Spielman, M., Pangelinan, D. T. (2011). Students’ perception of online or face-to-face learning and social media in hospitality, recreation and tourism. MERLOT Journal of Online Learning and Teaching, 7(1), 1-16. Available at https://jolt.merlot.org/vol7no1/fortune_0311.pdf

Francescucci, A., & Rohani, L. (2019). Exclusively synchronous online (VIRI) learning: The impact on student performance and engagement outcomes. Journal of Marketing Education, 41(1), 60- 69. https://doi.org/10.1177/02734 75318 818864

Finti, H. N. F. M. M., Shahrill, M., & Salleh, S. M. (2016). Integrating virtual manipulative with the use of iPad in the teaching and learning of fractions. Knowledge Management & E-Learning, 8(4), 581-601. https://doi.org/10.34105/j.kmel.2016.08.036

Goswami, R. (2018). Misconceptions in fraction. At Right Anglesa, 7(1), 48-51

Hamid, M. H. S., Shahrill, M., Rohani M., Mahalle, S., & Mundia, L. (2013). Barriers to mathematics achievement in Brunei secondary school students: insights into the roles of mathematics anxiety, self-esteem, proactive coping, and test stress. International Education Studies 6(11), 1-14. https://doi.org/10.5539/ies.v6n11p1

Hansen, N., Jordan, N. C., & Rodrigues, J. (2017). Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade. Contemporary Educational Psychology, 50, 45-59. https://doi.org/10.1016/j.cedpsych.2015.11.002

Idris, N., & Narayanan, L. M. (2011). Error patterns in addition and subtraction of fractions among form two students. Journal of Mathematics Education, 4(2), 35-54. Available at https://educationforatoz.com/images/Idris.pdf

Jamil, H., Ramli, H. M., & Leong, E. (2021). Advocating blended learning for university undergraduate level mathematical instruction beyond Covid-19. In S. A. Abdul Karim, & S. A. Husain (Eds.), Engineering and sciences teaching and learning activities. Studies in systems, decision and control (pp. 33-45). Springer, Cham. https://doi.org/10.1007/978-3-030-79614- 3_4

Kamii, C., Lewis, B. A., & Kirkland, L. D. (2001). Fluency in subtraction compared with addition. The Journal of Mathematical Behavior, 20(1), 33-42. https://doi.org/10.1016/S0732- 3123(01)00060-8

Keengwe, K., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in higher education. MERLOT Journal of Online Learning and Teaching, 6(2), 533-541. Available at https://jolt.merlot.org/vol6no2/keengwe_0610.htm

Khalid, M. (2007). Incorporating mathematical thinking in addition and subtraction of fraction: real issues and challenges. Progress report of the APEC-Khoen Kean international symposium. Available at https://www.crme.kku.ac.th/APEC/PDF%202007/Madihah%20Khalid.pdf

Laidin, D. R., & Tengah, K. A. (2021). Applying butterfly method in the learning of addition and subtraction of fractions. Jurnal Pendidikan Matematika, 15(2), 161-174. https://doi.org/10.22342/jpm.15.2.13934.161-174

Lin, X., & Gao, L. (2020). Students' sense of community and perspective of taking synchronous and asynchronous online courses. Asian Journal of Distance Education, 15(1), 169-179. http://www.asianjde.org/ojs/index.php/Asian JDE/article/view/448

Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38, 201-221. http://doi.org/10.1016/j.dr.2015.07.008

Low, J., Shahrill, M., & Zakir, N. (2020). Solving fractions by applying the bar model concept with the butterfly method. Jurnal Pendidikan Matematika, 14(2), 101-116. https://doi.org/10.22342/jpm.14.2.11261.101-116

Matzin, R., Shahrill, M., Mahalle, S., Hamid, M. H. S., & Mundia, L. (2013). A comparison of learning styles and study strategies scores of Brunei secondary school students by test anxiety, success attributions, and failure attributions: Implications for teaching at-risk and vulnerable students. Review of European Studies, 5(5), 119-127. http://dx.doi.org/10.5539/res.v5n5p119

Miller, S. P., & Hudson, P. J. (2007). Using evidence-based practices to build mathematics competence related to conceptual, procedural, and declarative knowledge. Learning Disabilities Research & Practice, 22(1), 49-53. https://doi.org/10.1111/j.1540-5826.2007.00230.x

Ni, A. Y. (2013). Comparing the effectiveness of classroom and online learning: teaching research methods. Journal of Public Affairs Education, 19(2), 200-204. https://doi.org/10.1080/15236803.2013.12001730

Olson, G., & Olson, J. (2003). Mitigating the effects of distance on collaborative intellectual work.

International Journal of Phytoremediation, 21(1), 33-36. https://doi.org/10.1080/10438590303117

Pallant, J. (2010). SPSS survival Manual. Open University Press

Racheva, V. (2018). Social aspects of synchronous virtual learning environments. AIP Conference Proceedings 2048, 1-9. https://doi.org/10.1063/1.5082050

Rahmawati, M. S., & Soekarta, R. (2021). Social Media-Based E-learning and Online Assignments on Algebraic Materials. Jurnal Pendidikan Matematika, 15(2), 175-190. https://doi.org/10.22342/jpm.15.2.13714.175-190

Rosli, S., Shahrill, M., & Yusof, J. (2020). Applying the hybrid strategy in solving mathematical word problems at the elementary school level. Journal of Technology and Science Education 10(2), 216-230. https://doi.org/10.3926/jotse.965

Salam, N. H. A., & Shahrill, M. (2014). Examining classroom interactions in secondary mathematics classrooms in Brunei Darussalam. Asian Social Science 10(11), 92-103. https://doi.org/10.5539/ass.v10n11p92

Sarwadi, H. R. H., & Shahrill, M. (2014). Understanding students’ mathematical errors and misconceptions: The case of year 11 repeating students. Mathematics Education Trends and Research, 2014, 1-10. https://doi.org/10.5899/2014/metr-00051

Schultz, R. (2003). The effectiveness of online synchronous discussion. Informing Science

Shahrill, M. (2018). Teachers’ devotion to review lessons: insights to the mathematics lessons in Brunei Darussalam. Journal of Physics: Conference Series 1028(1), 1-8. https://doi.org/10.1088/1742-6596/1028/1/012158

Shahrill, M., Petra, M. I., Naing, L., Yacob, J., Santos, J. H., & Abdul Aziz, A. B. Z. (2021a). New norms and opportunities from the COVID-19 pandemic crisis in a higher education setting: Perspectives from Universiti Brunei Darussalam. International Journal of Educational Management, 35(3), 700-712. https://doi.org/10.1108/IJEM-07-2020-0347

Shahrill, M., Noorashid, N., & Keasberry, C. (2021b). COVID-19: Educational practices and responses in Brunei Darussalam. In L. H. Phan, A. Kumpoh, K. Wood, R. Jawawi & H. Said (Eds.), Globalisation, education, and reform in Brunei Darussalam (pp. 325-354). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-77119-5_16

Simpol, N. S. H., Shahrill, M., Li, H-C, & Prahmana, R. C. I. (2018). Implementing thinking aloud pair and Pólya problem solving strategies in fractions. Journal of Physics: Conference Series, 943(1), 1-10. https://doi.org/10.1088/1742-6596/943/1/012013

Suffolk, J., & Clements, M. A. (2003). Fractions concepts and skills of form 1 and form 2 students in Brunei Darussalam. In H. S. Dhindsa, S. B. Lim, P. Achleitner, & M. A. Clements (Eds.), Studies in science, mathematics, and technical education (pp. 145-154), Universiti Brunei Darussalam

Trivena, V., Ningsih, A. R., & Jupri, A. (2017). Misconception on addition and subtraction of fraction at primary school students in fifth-grade. Journal of Physics Conference Series, 895(1), 1-7. https://doi.org/10.1088/1742-6596/895/1/012139

Tsng, Y. S., Shahrill, N., & Abdul, L. S. N. (2021). Exploring the effects and student’s views on the use of a tic-tac-toe game to teach mathematics in Brunei Darussalam. International Journal of Science, Mathematics and Technology Learning, 29(1), 50-65. https://doi.org/10.18848/2327- 7971/CGP/v29i01/49-65

United States Department of Education. (2008). The final report of the National Mathematics Advisory Panel. Available at https://www2.ed.gov/about/bdscomm/list/mathpanel/report/final- report.pdf

Vamvakoussi, X., & Vosniadou, S. (2010). How many decimals are there between two fractions? aspects of secondary school students’ understanding of rational numbers and their notation. Cognition and Instruction, 28(2), 181-209. https://doi.org/10.1080/07370001003676603

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Addressing Student Learning Gaps in Fractions: How Effective is Synchronous Videoconferencing?

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