Lifelong Learning Programme

This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Also available in: bg es it lv pl ro sk en fb


Homepage > Experiences > Teachers Experiences


Title of the Experience
Name of the teacher
Ramona Cirsmari
Country where it took place
School typology
Primary school
Thematic Area
Experience typology
Teaching in class
Type of contact
Description of the Experience
Every four years, at teaching of fractions, students seem to have difficulties in understanding fraction of a whole.
The whole is an abstract notion and can take different forms. Then I turn to a practical example of dividing a sheet / material in equal parts, and reconstructing the whole.
students watch, then run and they, working together at fractionation whole, but also its unifying. After an hour of work, I get better as a fraction like 16/16 is the same with 25/25 and all mean a whole denoted by 1.

Comments on this Teachers Experience

In order to post a comment it is compulsory to be logged in.

Date: 2014.11.06

Posted by Bogusława Szukalska (Poland)

In my opinion this topic is also difficult for students. Your practical experience is very effective and simple to organize. My solution is a game. I'm trying to diversify the activities and combine them with other subjects and different spheres of life. i organize a project 'Preserves for winter' that helps students to understand fractions and ratio, calculating the fraction of the number, and what fraction of a given number is the second number. These classes allow for cross-subject cooperation because at mathematics lessons students perform calculations and make the right choices while in the technology lessons preserves are made according to the proposed recipes.

Date: 2014.10.16

Posted by Marieta Andreeva (Bulgaria)

For elementary school I find this explanation as very appropriate. I teach at 8-12 grade, when it is assumed that they know fractions. I may also say arithmetic with fractions is difficult for most students. When you need to explain how fractions are summed, eg. 1/2+1/2 usually students add the numerators and receive 2, and then I ask: "Will half cake and another half cake make two cakes?" And so I explain why we need the denominator. In my practice I have noticed that for students what is most difficult is memorization rather than understanding the material.


Dissemination Seminar in Florence

31 October 2015 The seminar has been held in ITIS “A. Meucci” one of the schools involved within Goerudio project activities. Its main aim was to promote the results of the project toward a broad sample of stakeholders even overcrossing the number of people directly involved in the production of project outcomes. This purpose has been totally achieved especially thanks to the participation of students and teachers coming from different schools or from other classes instead of those ones directly involved within the project activities.