Students' conceptions of models of fractions and equivalence

Abstract

A solid understanding of equivalent fractions is considered a steppingstone towards a better understanding of operations with fractions. In this article, 55 rural Australian students' conceptions of equivalent fractions are presented. Data collected included students' responses to a short written test and follow-up interviews with three students from each year. This exploratory study found most participating Years 4, 6 and 8 students were familiar with geometric area models, particularly circles, and able to explain equivalent fractions when presented geometrically as area models but had difficulties when equivalents were presented numerically as a/b.