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There are many reasons why fractions are so hard for students to learn. Mostly, they're taught gibberish and assessed according to such gibberish. Example 1 You are a 12-year-old student who has lear …

I don't know where you're from, so I'll address this from a North American perspective. If you're thinking research-level mathematics is useful to learning how to deal with 5-year-olds, you might just …

There is no single answer because there are several semi-overlapping methods to convert fractions and decimals. Depending on the numbers, they require drastically varying amounts of prior knowledge. T …

Suggestion: Do not bother having students do calculations with two fractions until they can do a comparable operation with a fraction and a whole number. Example: Before teaching, say, $\frac{3}{2}-\ …

Typical strategies include: Memorizing sums to 10, e.g. $7 + 3 = 10$, then using that equation to determine $6 + 3 = \_\_$ or $7+4=\_\_$ Memorizing the doubles, e.g. $7 + 7 = 14$, then using that to …

(This entire post is speculation.) I think your teachers think that they are teaching conceptually already and that the students already have a deep understanding. You need to burst that bubble not w …

As for research on fractions education... there's a TON. As for research on fractions education that rigorously measures cause and effect through randomized controlled experiments and long-term follo …

Typically, it is better to introduce mathematical ideas after the need for that new idea is obvious. For example: How should 2 children share 8 pieces of licorice? How should 4 children share 8 piec …

Is the teacher's confirmation bias a serious problem? Yes and this is not specific to math class. Example of Confirmation Bias in Assessment On Monday, the teacher thinks: "If my students have …

Here is a second example of devastatingly terrible and common confirmation bias. [It's probably more important than my first post...] Example: Flight Imagine it's 1902, a year before the Wright Brothe …