Towards a better understanding of fraction teaching-learning processes: a review of the literature.
DOI:
https://doi.org/10.5281/zenodo.8056291Keywords:
fractions, teaching, mathematicsAbstract
This article presents a literature review on the teaching and learning of fractions. It highlights the advances achieved in research in this field, examines the different approaches and methodologies used in teaching this concept, and emphasizes the findings in terms of students' comprehension and performance. Challenges and limitations in teaching are identified, such as conceptual difficulty and lack of knowledge transfer. It is concluded that further research is needed to address these challenges and develop more effective approaches in teaching fractions, with the aim of improving students' understanding and performance in this fundamental field of mathematics.
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