Understanding fractions, especially their magnitude, is essential for success in mathematics. Unfortunately, fractions are one of the most challenging mathematics concepts to teach and learn. Several studies have examined preservice teacher (PST) knowledge of fractions, but very few studies have looked for ways to improve this knowledge. This…

This project seeks to understand the emergence of mathematical meanings mediated by learners' interactions with multiple artifacts. Extending our prior work which took an enactivist approach and revealed the dynamics of embodied interactions fundamental to understanding fraction division, we now employ a semiotic lens to illuminate how learners…

Primary school students have trouble understanding concepts related to fractions. On the other hand, technology constantly provides interesting tools that stimulate students' interest and foster learning. Among these, tangible user interfaces allow users to interact with digital applications through the manipulation of everyday objects. Given that…

Despite the research regarding the importance of peer review and feedback in pre-service special education teachers, there exists a gap in teaching complex mathematical concepts such as fractional operations. This study sought to address this gap by investigating how pre-service teachers can effectively appraise and revise peer-generated teaching…

This article presents activities focused on developing some essential Year 1-3 fraction understandings (i.e., joining/composing, decomposing/ partitioning) while aligning these activities to the Australian Curriculum content strands and content descriptions. Additionally, the authors describe the materials/resources needed, the key vocabulary…

The present study, conducted from the perspective of cultural history (Certeau, 1982; Chartier, 1990; Chervel, 1990; Julia 2001)), aims to investigate guidelines for the use of teaching materials to teach fractions in the primary school, present in pedagogical manuals of the period from 1930 to 1970. The research is based in references such as…

In this writing, I report on how two 12-year old children used fraction strips to add 1/2 and 2/5. In their interaction with the tool, I look for the emergence of the tool-mediated Zone of Proximal Development to analyse the knowing that become available to the children. In thinking about this interaction, I ask what is the role of the more…

In this study, the variety in quality of instruction in fraction lessons at Grade 5 in Dutch primary schools was investigated. Twenty-four teachers participated in the study. To examine the quality of instruction of fraction lessons, Hill's mathematical quality of instruction framework and general pedagogical instruction strategies (seen to…

This study investigates the use of manipulatives by elementary students working on a fraction task. Extending previous work on the role played by the manipulatives in students' activity, we aim at describing how the choices made for the task design disrupt students' activity, creating opportunities to learn. The theoretical underpinnings allow…

In this article the authors overview how the recently revised (version 9) Australian Curriculum (Australian Curriculum Assessment and Reporting Authority, 2022) and student difficulties with fractions relate to five developmental Fraction Schemes developed from multiple research projects in the literature. The article shares research findings from…

The aim of this research is to examine digital learning materials designed by pre-service mathematics teachers with GeoGebra software through rubrics. This research was conducted using the integrative mixed method design, which allows the use of qualitative and quantitative methods together or sequentially. The study group of the research consists…

This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that…

This study focused on the development of the learners on how Video-Based Experiential Approach will help learners to keep the pace of learnings in this pandemic. This study provided various evidence on how innovation can be a great step in developing the learners in learning about fraction. The purpose of this action research is to determine the…

This exemplary case study describes the learning process of two sixth-graders that learn from an animated worked-out example and an accompanying self-explanation prompt in the domain of fractions. It is based on a corresponding field study. The analysis focuses on the interaction with the computer, the communication between the students, the…

There are 3 questions that will be answered in this study, namely (1) what are the contexts that can be used to introduce the meaning of multiplication of two fractions and to find the result of multiplying two fractions, (2) how to use these contexts to help students construct the understanding of the meaning of multiplication of two fractions…