Abstract
Fractions and the understanding of fraction concepts affect later conceptualization of advanced mathematics and affect how people live their everyday lives. Research shows that many deaf or hard of hearing (DHH) students have not mastered fraction skills even by the time they enter college. In the present article, the author looks at literature related to the teaching of fractions in general education and deaf education settings. On the basis of this literature, the author then provides pedagogical suggestions, including highlighting mathematical relationships, using problem-solving approaches, and promoting discussion in order to achieve conceptual and procedural understanding. New questions for future research are generated regarding the teaching of fractions and DHH learners' development of fraction concepts.
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