What happens to you when somebody says the word ‘fractions’? Do your eyes widen- palms go sweaty? I always have faces pulled at me in class whenever I dare breath the word.
But it needn’t be this way! At primary school, fractions always confused me and it wasn’t until I was teaching them to children myself that I understood why they seemed so abstract. There was little to no concrete or pictorial representations to support me. Teaching (and understanding) fractions, being able to present them to children in a concrete way has been particularly satisfying for me.
So what do they need to know? And when? How do we build up a secure understanding of what fractions actually look like before we present them with the abstract representations?
Key Stage One.