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ERIC Number: ED526785
Record Type: Non-Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1548-6613
Understanding the Teaching and Learning of Fractions: A South African Primary School Case Study
Brijlall, Deonarain; Maharaj, Aneshkumar; Molebale, Justin
Online Submission, US-China Education Review A 4 p497-510 2011
The authors explored the teaching and learning of fractions by reflecting on teachers and learners' views on practical work and their classroom practices. The teachers and learners were from two primary schools in a rural area in KwaZulu-Natal (South Africa). Questionnaires, in which teachers and learners expressed their views on practical work and fraction teaching and learning, were administered to teachers and their learners. Lessons on the division of fractions were observed to determine teachers' practices in relation to the researchers' assumptions and claims by literature. Data yielded by these research instruments confirmed assumptions and literature claims. Although it was a small scale qualitative research, interesting observations were made that could have pedagogical implications. The paper is presented in two parts. The first considers the teaching of fractions and the second the learning of fractions. (Contains 2 tables and 7 figures.)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa