Further Reading

Academic

(Again this is not exhaustive the order being alphabetical)

Bruce, C., Chang, D., Flynn, T. and Yearley, S., (2013). Foundations to learning and teaching fractions: Addition and subtraction. Retrieved July, 4, p.2014.

Charalambous, C.Y. and Pitta-Pantazi, D., (2005), July. Revisiting a theoretical model on fractions: Implications for teaching and research. In Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, No. 2, pp. 233-240). Melbourne: PME.

Liu, C., Xin, Z. and Li, X., (2023). The development of Chinese students’ understanding of the concept of fractions from fifth to eighth grade. Journal of Mathematics Education, 5(1), pp.45-62.

Wellberg, S., Briggs, D.C. and Student, S.R., (2023). Big Ideas in the Understanding of Fractions: A Learning Progression.

Professional

(Again this is not exhaustive and the order being alphabetical – this should be used in conjunction with the other references.)
 

Griffiths, R., Back, J. and Gifford, S. (2022). A guide to the use of practical tasks and manipulatives in the teaching of fractions and decimals with children aged 3 to 11 https://www.nuffieldfoundation.org/wp-content/uploads/2020/02/Main-repor...

Griffiths, R., Back, J. and Gifford, S. (2022). A guide to the use of practical tasks and manipulatives in the teaching of fractions and decimals with children aged 3 to 11 Examples for teachers https://www.nuffieldfoundation.org/wp-content/uploads/2023/04/Examples-for-teachers-FRACTIONS-v3-update-april23.pdf

Kleve, B. (2009) Aspects of a teacher’s mathematical knowledge in a lesson on fractions. Proceedings of the British Society for Research into Learning Mathematics 29(3). https://bsrlm.org.uk/wp-content/uploads/2016/02/BSRLM-IP-29-3-12.pdf

Neubig, M.C. (2016) The Effectiveness of Manipulatives on Fractions when Teaching 2nd Graders https://scholar.umw.edu/cgi/viewcontent.cgi?article=1131&context=student_research