Fraction Learning: The Development of Concepts and Procedures

What is it about?

Fractions are important but challenging part of mathematics education. We explored how Chinese students develop their understanding of fraction concepts and procedures, alongside their whole number arithmetic skills, from Grades 4 to 5. We found that as students progressed in their fraction learning, their understanding of fraction concepts and whole number arithmetic led to improvements in their knowledge of fraction procedures. However, knowledge of fraction procedures alone was not sufficient in supporting students’ deeper understanding of fraction concepts.

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Why is it important?

This conceptual-to-procedural pattern of development differs from findings with students educated in North America, emphasizing the critical role of instruction in shaping fraction knowledge. We recommend educators highlight the importance of fostering meaningful connections between concepts and procedures, while also ensuring mastery of whole number arithmetic, to support students’ during this challenging period in mathematics education.