Fractions are often difficult for students to fully comprehend. Teachers must find a variety of strategies to use in the classroom for teaching fractions. This study was conducted to identify effective strategies used by middle school teachers in order to find ways to improve fraction instruction. For four months, data were collected in 12 classrooms, using observation notes, interviews, and videotaping. Findings are discussed within a constructivist framework.
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Naiser et al. (2003) studied this question.
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