Current Research Bulletin

In this study, we aim to identify the difficulties in teaching and learning the concept of “fractions” among third-primary (3rd grade) and fourth-primary (4th garde) learners in Morocco. We used a sample of 139 pupils (70 3rd -primary pupils, 69 4th-primary pupils) and 4 teachers. 

We used a descriptive analytical methodology to treat the data collected through a supervised test (given to pupils) and a questionnaire (given to teachers). The results indicated that pupils in both third and fourth primary had major difficulties in recognizing fractions, representing them, and comparing them. third-primary pupils had difficulties in associating fractions with their written form and in recognizing them visually from geometric figures. On the other hand, although fourth-primary pupils showed progress, they continued to have difficulties when comparing fractions with different denominators, particularly in tasks involving equivalent fractions. Teachers also noted a lack of depth in their teaching practices, which were often limited to theoretical approaches without sufficient links to concrete activities. These results suggest the need for a more interactive and hands-on teaching approach aimed at promoting visual and practical understanding of fractions to reinforce the acquisition of these essential concepts.

fractional numbers, 3rd grade, 4th garde, teaching, learning

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