Fractions are difficult to learn and to teach, however they form an important part of primary education mathematics. Fractions both underpin the development of proportional reasoning, including the understanding of algebra and probability. Much of the confusion of teaching and learning fractions appear to be from the many different coding conventions (6/5, 1 1/4, 1.25, 125%), different representations (models) and interpretations (constructs) (Clarke, Roche & Mitchell, 2008). The problem for students is how to make all these connections so they can obtain a mature and flexible understanding of fractions. Another problem is that the educators are not equipped with the experience and knowledge of teaching fractions effectively.

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It is called one hundredth because it is one out of one hundred that makes up one whole.

Base blocks are extremely useful as students can visually understand the units needed to make up decimal side of place value and its beneficial as it allows students to discover the concepts hands on rather than just telling them.

Another visual aid is the place value decimal line: Hundreds Tens Ones Tenths Hundredths Thousandths

This resource is used effectively when placed in the classroom where it is easily accessed by the students.

Common misconceptions with students regarding decimals may stem from the ideas that longer is larger or smaller is larger. A common misunderstanding is when students compare numbers by separating the decimal numbers, creating two whole numbers on each side of the decimal. However, this misconception may be hard to recognise as an educator as sometimes it may result in a fluke answer. Example:

Which is Smaller? Incorrect Reasoning Correct Reasoning Answer

6.18 or 6.7 6.7 is smaller, because 7 is less than 18 6.18 is smaller because it has one tenth while 6.7 has 7 tenths. The eight hundredths are not relevant as they are smaller than tenths. 6.18 is