Abstract
Given the close relationship between fraction knowledge and algebraic thinking, this study analyzed ways in which sixth graders who had learned fraction division would solve ‘reverse fraction problems’ (Pearn & Stephens, 2018). The results from this study were compared and contrasted with previous study conducted on Australian students in order to find out the nature of solution methods applied by our students. Majority of our students used advanced multiplicative methods to solve the problems and were able to apply the generalized solution methods to other similar problems. This indicates that the generalization level of our students was higher than that of their Australian counterparts, and that our students could develop algebraic thinking using the current curriculum. As a result, this study is expected to provide suggestions for teachers on how to foster algebraic thinking in teaching fraction operations.
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