Abstract

• The purpose of the study is to analyze the error patterns for diagnostic assessment in primary mathematics learning, especially in addition and subtraction of fractions. Descriptive survey method was used in this study. In this study, sixteen problems associated with the addition of and subtraction of fractions were prepared to analyze error patterns. This test was developed using the problems from primary mathematics course. It comprised of 8 test items which fall into eight levels for the addition of fractions and 8 test items which fall into eight levels for the subtraction of fractions. For the classification of systematic errors in addition and subtraction of fractions, the researcher used the classification developed by Brueckner (1980). The tests were administered during November last week and December first week of 2017. The sample was the 400 Grade (5) students from four Basic Primary Schools, South Dagon Township, Yangon Region. Out of the subjects, 51.8% (N=207) were males and 48.3% (N=193) were female primary students. It was found that the students demonstrated with the highest percentage of the error related to the converting the whole number to improper fraction (21.9%), followed by the error related to the reducing of fraction (20.5%), and 12.5% of converting the improper fraction to mixed fraction. The other errors were random error (9.5%), careless error (6.6%), the error of converting from mixed fraction to improper fraction (5.1%), and the error related to the finding lowest common denominator (4.5%) respectively. The results of the error analysis revealed an overall lack of experience with basic fraction concepts. Then, the results of this analysis magnify the existence of a problem in learning mathematics that must be rectified.