Abstract
The article discusses the methodological problem of familiarizing a younger student with the concepts of "share" and "fraction" in an elementary school mathematics course. In mathematics textbooks for elementary grades, a student receives information about fractions only through a system of practical actions on real objects, quantities and a description of these actions in the language of special mathematical symbols. Teaching fractions is an integral part of the math program. But why are fractions so hard to understand for children? There are three big things that confuse children most often.1. We often ask children to complete a series of steps without understanding the reasons for these steps. Sometimes, when they are younger, students are not even ready for the development of concepts.2. Children often have misconceptions about all the complex topics of mathematics, including fractions. When we can help children resist these misconceptions, learning is often easier.3. Children struggle with fractions for the same reason that children struggle with many new concepts: they just need practice. Examples of such practical actions are given in the article.
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