What is the best way to teach fractions? : comparing the area model, number line model, and a combination of two

Abstract

Previous studies have highlighted the significant role of fractions as a crucial milestone in Mathematics learning. However, students often encounter challenges in understanding and applying concepts related to the fraction magnitudes in conjunction with other areas of Mathematics. Several studies have suggested that using a number line approach to learn fraction magnitude is comparatively effective in facilitating students’ understanding of fractions, as opposed to using an area model. Objective: The current study aims to compare the effectiveness of the area model, number line model, and a combination of both in terms of facilitating students’ learning in area model estimation, number line estimation, and fraction magnitude comparison. Method: Eighty-four primary 2 students from two mainstream primary schools participated in this study. The participants were randomly assigned to four groups and received a total of 210-minutes intervention using different approaches. Data analysis was conducted using correlation, repeated measures ANOVA, and paired-sample t-tests. Results: The number line model demonstrated higher effectiveness in improving students’ performance in fraction magnitude comparison among four approaches. Furthermore, the combined model of the two approaches showed a positive impact on students’ performance on fraction magnitude comparison. Conclusion: Findings suggested that the combined model could be considered as multiple strategies for teaching fraction magnitude comparison. Additionally, it is recommended to incorporate number line instruction when teaching fractions.