Chapter 2: Teaching And Learning Of Fractions In Elementary Grades: Let the Dialogue Begin!

This study examines the effects of early exposure of fraction instruction on K–3 students participating in a longitudinal fraction research study from 2007 to 2013. An explanatory multiple-case study research along with purposeful criterion sampling was used to gain insight into students’ fractional understanding as they progress through the grades. Results of the study open dialogue on the potential implications of introducing fractions in third grade as recommended by the Common Core State Standards for Mathematics.