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Based on theoretical work identifying five fraction subconstructs, the research designs nine tasks using area/region models, number lines, and sets of objects. Participants include 76 students in Slovenia and 93 in Kosovo, and their interpretations are compared for both similarities and differences. Findings indicate that students in both countries need to strengthen their understanding and that formal mathematical knowledge acquired during education may be insufficient for teaching elementary fraction concepts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/primary-teacher-students-understanding-of-fraction-representational-knowledge-in-slovenia-and-kosovo/598104/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/primary-teacher-students-understanding-of-fraction-representational-knowledge-in-slovenia-and-kosovo/598104.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which fraction subconstructs does the study focus on?","Question",{"text":112,"@type":113},"The study focuses on the part-whole subconstruct and the measure subconstruct of fractions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the nine tasks represented in the research?",{"text":117,"@type":113},"The nine tasks use different representation modes: area/region models, number lines, and sets of objects.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about primary teacher students?",{"text":121,"@type":113},"The results suggest that primary teacher students in both Slovenia and Kosovo need to upgrade their understanding of fractions, and that formal mathematical knowledge may not be adequate for teaching elementary concepts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598104,1792086294,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","doi: 10.26529/cepsj.342  \nPrimary Teacher Students’ Understanding of Fraction Representational Knowledge in Slovenia and Kosovo  \nVida Manfreda Kolar1, Tatjana Hodnik Čadež1 and Eda Vula*2  \n• The study of primary teacher students’ knowledge of fractions is very important because fractions present a principal and highly complex set of concepts and skills within mathematics. The present study examines primary teacher students’ knowledge of fraction representations in Slovenia and Kosovo. According to research, there are five subconstructs of fractions: the part-whole subconstruct, the measure subconstruct, the quotient subconstruct, the operator subconstruct and the ratio subconstruct. Our research focused on the part-whole and the measure subconstructs of fractions, creating nine tasks that were represented by different modes of representation: area/region, number line and sets of objects. The sample consisted of 76 primary teacher students in Slovenia and 93 primary teacher students in Kosovo. Both similarities and differences ofthe primary teacher students’ interpretations ofthe representations across the two countries were revealed and compared. The findings suggest that primary teacher students from both countries need to upgrade their understanding of fractions. The analysis confirms that the formal mathematical knowledge acquired by primary teacher students is not necessarily adequate for teaching elementary concepts in school.  \nKeywords: primary teacher student, fraction, representation, partwhole subconstruct, measure subconstruct  \n1 University of Ljubljana, Faculty of Education, Slovenia.  \n2 *Corresponding Author. University of Prishtina, Faculty of Education, Kosovo; [eda.vula@uni-pr.edu](eda.vula@uni-pr.edu).  \n72 primary teacher students’understanding of fraction representational ...  \nRazumevanje reprezentacij o ulomkih pri študentihrazrednega pouka v Sloveniji in na Kosovu  \nVida Manfreda Kolar, Tatjana Hodnik Čadež in Eda Vula  \n• Preučevanje razumevanja ulomkov pri študentih razrednega pouka je izjemnega pomena, saj ulomki predstavljajo temeljni in hkrati zelo kompleksen sistem konceptov in veščin znotraj matematike. V tej raziskavismo raziskali razumevanje reprezentacij o ulomkih med študenti razrednega pouka iz Slovenije in Kosova. Na osnovi raziskav s področja ulomkov je znano, da obstaja pet podkonceptov ulomkov: podkoncept del – celota, podkoncept merjenja, kvocientni podkoncept, podkoncept operacije in podkoncept razmerja. V naši raziskavi smo se osredinilina podkoncepta del – celota in merjenja ter sestavili devet nalog, ki soustrezale različnim načinom reprezentacije ulomka: ploskovni model,številska os in množica objektov. Vzorec v raziskavi je predstavljalo 77 slovenskih in 93 kosovskih študentov razrednega pouka. Rezultati razkrivajo nekatere podobnosti in razlike pri interpretacijah reprezentacij v obeh državah in nakazujejo, da bi bilo treba izboljšati razumevanjeulomkov pri študentih razrednega pouka obeh držav. Analiza potrjuje, da formalno matematično znanje, ki so ga ti študentje pridobili medizobraževanjem, ni zadostno za ustrezno poučevanje osnovnih pojmov  \no ulomkih v šoli.  \nKljučne besede: študent razrednega pouka, ulomek, reprezentacija, podkoncept del – celota, podkoncept merjenja  \nIntroduction  \nFractions represent a highly complex set of concepts within mathematics (Behr, Post, Harel, & Lesh, 1993; Charalambous & Pitta-Pantazi, 2007; Hallett, Nunes & Bryant, 2010; Van Steenbrugge, Valcke, & Desoete, 2014). They are avery important topic in elementary mathematics because the idea of fractions is crucial for developing an understanding of other mathematical concepts, including algebra and probability (Clarke, Roche, & Mitchell, 2007). However, the understanding of fractions continues to be a challenging topic both for learning and for teaching (Ma 1999; National Mathematics Advisory Panel 2008; Newton, 2008). Research in this area (Clarke, Roche, & Mitchell, 2007; Pantziara & Philip","cbCainRQysxnA8SB","https://ap.wps.com/l/cbCainRQysxnA8SB","pdf",750663,26,"English","# Introduction\n## Fraction representational knowledge and learning challenges\n## Teachers’ knowledge and student learning\n## Educational reforms and curriculum alignment\n## Primary curricula: how fractions are introduced","[{\"question\":\"Which fraction subconstructs does the study focus on?\",\"answer\":\"The study focuses on the part-whole subconstruct and the measure subconstruct of fractions.\"},{\"question\":\"How are the nine tasks represented in the research?\",\"answer\":\"The nine tasks use different representation modes: area/region models, number lines, and sets of objects.\"},{\"question\":\"What do the results suggest about primary teacher students?\",\"answer\":\"The results suggest that primary teacher students in both Slovenia and Kosovo need to upgrade their understanding of fractions, and that formal mathematical knowledge may not be adequate for teaching elementary concepts.\"}]","Primary Teacher Students’ Understanding of Fraction Representational Knowledge in Slovenia and Kosovo | PDF",66]