The future of fractions

Abstract

The formal teaching of fractions remains a well‐established part of the elementary school mathematics curriculum, beginning in grade four, in spite of the continuing existence of a number of pertinent questions regarding its value in comparison to other mathematics topics. The low achievement rates among students in fractions knowledge and computation has led to some scepticism as to the validity of the defences made of fractions teaching. It does not appear that the current advocacy made for the extensive teaching of fractions to children is based on empirical evidence. This instruction, instead, seems to be perpetuated by the forces of tradition and logic, rather than by experimental data. Certain key issues regarding this instruction beg for a clearer resolution by researchers in mathematics education. In addition, an input by teachers as to the usefulness of fractions in children's everyday lives and in the learning of higher‐order mathematics should be given greater consideration. Investigations of the possible negative effects of time spent on fractions teaching on other mathematics topics, especially metrics, should be carried out. In sum, there appear to be more unanswered questions about the future of fractions than there are certainties about it. For various reasons, to be discussed herein, the importance of teaching fractions in the elementary school has come under question. Fractions instruction is vigorously defended by most mathematics educators. As will be demonstrated, however, the value of fractions teaching may not be as great as is ordinarily thought. In this respect, there remain many pertinent questions about this instruction for which research findings provide no definitive answers. Particularly troubling is the lack of specific, well‐grounded empirical evidence as to why students experience the difficulties they do in learning about fractions. ‘For some reason, fractions are frequently viewed with great fear’ by students, notes Enright. Fractions have ‘traditionally generated anxiety in the hearts of learners’ says Kerslake.