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Journal of Didactic Mathematics
Published by Mahesa Research Center
ISSN : -     EISSN : 27215601     DOI : 10.34007/jdm.v1i1
Core Subject : Education,
Education Mathematics
Journal of Didactic Mathematics is published three times a year, in April, August and December. This journal is providing a platform that welcomes and acknowledges high quality empirical original research papers about mathematics education, mathematical didactic, mathematics learning, and school mathematics written by researchers, academicians, professionals, and practitioners.
Arjuna Subject : Matematika - Analisis
Articles 121 Documents
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Fraction or division? Conceptual misunderstandings in early fraction instruction in elementary school Lia Ardiansari; Ayubu Ismail Ngao; Helma Mustika
Journal of Didactic Mathematics Vol 7, No 1 (2026): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v7i1.2883

Abstract

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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