For young learners, it is very important to develop their knowledge on fractions from foundation years of schooling which links back to the explanation of Reys et al. (2016, p.383) on conceptual development of meanings and operations of fractions and decimals. The conception of the fraction is not easy to grasp; rather it is a complex subject matter (Reys et al., 2016, p. 383). Research has claimed that conceptual understandings of fractions help students to be successful to remember and applying techniques (Siegler & Fazio 2010; Gabriel et al. 2012; Petit, Laird & Marsden 2010; Vukovic et al. 2014 as cited in Reys et al., 2016, p. 385). Reys et al. (2016, p.385) discuss that many students tend to feel uninterested about maths right after they have been introduced to the terminology of fractions. If the curriculum can be designed to reinforce on many representations like physical, verbal, imagery information, real-world problem solving and symbolic presentations other than just applying the more traditional techniques students would develop an in-depth knowledge of fractions (Lamon 2012; Siegler & Fazio 2010; Spangler 2011; Way 2011 as cited in Reys et al., 2016, p. 385). The Australian Curriculum emphasises that during the early and middle years of primary schooling curriculum should include tasks on developing the meaning of fractions. Eventually, that will assist students in higher classes to interpret fractions related to more complex problem solving (Reys et al., 2016, pp. 387-388). Teachers should assist students with various efficient learning materials such as materials like fraction bars or pattern blocks, mathematics literature and construction paper or counters (Reys et al., 2016, p. 386). Therefore, teachers should be mindful of applying different strategies to develop students’ knowledge on fractions that will help them in the long run of real-life decision making and problem-solving.

 

Fractions are grouped under Number & Algebra in the Australian curriculum (Australian Curriculum, Assessment and Reporting Authority, 2016) and include, proper, improper and mixed fractions. Developing an understanding of fractions occurs in year one, with the fractions & decimals descriptor (ACMNA016) referring to a student’s ability to recognise and describe one-half as one of two equal parts of a whole (ACARA, n. d.).

Fractions are used in everyday life without even realising it, for example we might say ‘We are halfway there’ when you have travelled 50 kms of a 100km trip (Tucker, 2008, p. 76). Converted fractions are used in the workplace and in our personal lives commonly in the form of percentages and decimals. For example; 20/100 is equal to 20% and is also equal to 0.20 (Reys et al, 2012, p. 316).