<![CDATA[Many elementary students encounter difficulties in comprehending fractions conceptually and frequently confuse them with basic division operations. This persistent misconception is partially attributed to the manner in which fractions are introduced in early-grade textbooks, which often employ simplified narratives and visual contexts—such as dividing apples or coloring shapes—that obscure the distinction between “a part of a whole” and “a result of division.” This study investigated the impact of such textbook content and classroom practices on these misunderstandings. Employing a qualitative research approach, the study involved two second-grade teachers and 55 students (aged 7–8 years) and integrated content analysis of a widely utilized second-grade mathematics textbook, diagnostic assessments, and interviews. The analysis revealed that fractions are frequently depicted as division outcomes (e.g., 1:4 = 1/4), thereby reinforcing procedural thinking and impeding students’ capacity to grasp the abstract nature of fractions. The study concludes that effective early fraction instruction necessitates the incorporation of diverse representations and explicit differentiation between fractions and division. It is recommended that educators utilize multiple representations and precise mathematical language to facilitate students’ conceptual comprehension.]]>
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