Supporting students to reason about the relative size of proper and improper fractions (original) (raw)

Fractions are a well-researched area, yet, student learning of fractions remains problematic. We outline a novel path to initial fraction learning and document its promise. Building on Freudenthal’s analysis of the fraction concept, we regard comparing, rather than fracturing, as the primary activity from which students are expected to make sense of fractions. Analysing a classroom design experiment conducted with a class of 14 fourth grade pupils, we identify two successive mathematical practices that emerged in the course of the experiment and indicate how their emergence was supported.