Studies indicate that young students consistently fail to develop a deep facility in the fraction concept, despite its importance in daily life and higher level mathematics. This lack of conceptual understanding hinders the later development of fraction computation and problem- solving ability. This paper examines the efficacy of encouraging the use of a three-part fraction definition to instill a thorough understanding of fractions.
|Keywords:||Fraction, Mathematics Education, Elementary Instruction, Curriculum Development|
Assistant Professor, College of Education, William Paterson University, Wayne, New Jersey, USA