MESHGuides

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There is a lot of duplication in research in fractions but there are gaps.1) Carpenter’s research on children’s intuitive sense of division in the context of fractions has not yet been tested and integrated into practice in the UK. 

2) Fractions are highly visual, how to we get children to move from visual representation to working and thinking symbolically 

Good maths teaching research is very clear about effective approaches which we expect to apply across contexts.  Pedagogical approaches used to  achieve the world leading outcomes in the far East are clear. Feedback on international applicability of the advice is welcome.

5 (highest). The evidence for the work above is strong and can be tracked to research published in  peer reviewed journals.

In development.

Nunes: Fractions are difficult but crucial in mathematics learning

For visual representations to support learning see NCTEM videos; NCTEM YouTube channels

MathSticks (evidence for advice may not be trackable)

Mastery Pedagogy: explanation, representation(visual modelling), coherence

Multiplicative thinking

• Equivalence
• Developing procedural fluency with fractions
• Links to part/part relationships (ratio)