Teachers\' views of practical work in the teaching of fractions: a case study
Teachers\' views on practical work and their classroom practices were investigated
to confirm or refute existing assumptions and literature claims. The teachers
were from two primary schools in a rural area of the Hammarsdale Circuit
in KwaZulu-Natal, South Africa. Questionnaires in which teachers expressed
their views on practical work and fraction teaching were administered to teachers.
Lessons on the division of fractions were observed to determine teachers\'
practices in relation to the researcher\'s assumptions and claims by literature.
Data yielded by these research instruments confirmed assumptions and literature
claims. Although this was a small-scale, qualitative study, interesting observations
were made that could have pedagogical implications.
Keywords: division; fractions; practical work; teacher views; visual representations
South African Journal of Education Vol. 27 (4) 2007: pp. 597-612