Abstract
Mathematics teachers employ a diverse range of tools, resources, and materials to enhance the teaching and learning processes through various instructional strategies. In this quantitative study, the effectiveness of utilizing videos and traditional lecturing as distinct strategies for teaching fifth-grade students in fractions addition and subtraction was investigated. The researchers employed a quasi-experimental pre-test and post-test single group design, conducting the study in four schools with different curricula in Abu Dhabi over a two-week period. The same group of students underwent both pre- and post-tests after being exposed to lessons on fractions addition and subtraction through videos and lectures. The results indicated that using videos to teach fractions had a more positive impact on students’ performance across different schools compared to traditional lecturing. This bears significant implications for enhancing students’ proficiency in fractions through improved teaching strategies.
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