Pupils' Representation in Learning Fractions: Qualitative Findings

This study aims to investigate the pupils' ability of applying strategies of representations– enactive, iconic, and symbolic – in learning fractions. Qualitative approach was used. A paper and pencil test and interviews were used to assess the pupils' understanding of fractions and their ability to apply this knowledge in real-life situations. The participants were 9 pupils from a suburban area primary school. The findings revealed that all three representations were useful for supporting pupils' understanding of fractions. Enactive representation, which involved physical manipulation of objects, was particularly effective in helping pupils visualize and understand fractions. Iconic representation, which uses visual aids such as diagrams and pictures, also supports pupils' learning by providing a clear and accessible representation of fractions. Symbolic representation, which involved the use of numbers and symbols, was less effective for some pupils, particularly those who struggled with basic numeracy skills. As a conclusion, this study highlights the importance of using different representations to support primary school pupils' learning of fractions. Enactive and iconic representations, can be valuable tools for teachers to use in the classroom to help pupils develop a strong foundation in fractions. Further recommendation is to explore how different representations can be used in combination to support pupils' understanding of fractions in more complex situations.