A Study on the Application of Multiple Representations in Teaching Fraction Concepts in Elementary Mathematics —Taking “Understanding Fractions” as an Example

Abstract

The concept of fractions exhibits dual characteristics as both a process and an object, making it difficult for a single representation to fully support students' understanding of its essence. Multiple representations, through diverse forms such as context, manipulation, language, and symbols, effectively reduce cognitive load, align with students' cognitive development stages, and promote the development of mathematical thinking. Taking the elementary mathematics unit “Understanding Fractions” as an example, this paper presents different representations in a progressive manner based on the cognitive sequence of “activity-image-symbol.” It emphasizes the conversion and translation between representation forms, guiding students to transition their understanding of the essence of fractions from intuitive and concrete thinking levels to ultimately achieve a fundamental shift toward abstract thinking, laying a foundation for their subsequent mathematical learning.