Waikato Journal of Education - Vol 29 - Issue 1 - 2025 - Your words matter: The language of fractions

Oct 15, 2026

Uploaded by Ophelia

An action research article examining how primary teachers can improve the teaching of fractions by moving from procedural practice toward conceptual understanding. The study identifies lesson design elements that support student achievement, highlighting language development as a key benefit. It focuses on the value of shared mathematical language and vocabulary for conveying meaning and internalising fractional concepts. The journey of two teachers is described.

LanguageEnglish

CategoryExam

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

Vocabulary development

Language development in the mathematics classroom

Teacher-led discussions

Waikato Journal of Education Journal website: [http://wje.org.nz](http://wje.org.nz) ISSN 2382-0373 Published by the Wilf Malcolm Institute of Educational Research | Vol 29, Issue 1, 2025
Your words matter: The language of fractions
Amanda Gardner | | --- | | Cite this article: Gardner, A. (2024) . Your words matter: The language of fractions. Waikato Journal of Education, 29(1), 15-23. [https://doi.org/10.15663/wje.a1117](https://doi.org/10.15663/wje.a1117) | Copyright of articles Authors retain copyright of their publications. Articles are subject to the Creative commons license: [https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode](https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode) Summary of the Creative Commons license. Author and users are free to Share—copy and redistribute the material in any medium or format Adapt—remix, transform, and build upon the material The licensor cannot revoke these freedoms as long as you follow the license terms. Under the following terms Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use Non-Commercial—You may not use the material for commercial purposes ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original No additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. Open Access Policy This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Waikato Journal of Education Te Hautaka Mātauranga o Waikato Volume 29, Issue 1, 2025 Your words matter: The language of fractions Amanda Gardner EdD student at the University of Waikato New Zealand Abstract This article is based on the main finding of an action research study that investigated how primary school teachers could improve the teaching of fractions. The study primarily focused on what pedagogical strategies might be employed when shifting teaching and learning from procedural application to conceptual understanding. The research aimed to unpack what key elements of lesson design could be utilised to raise student achievement and understanding of fractional concepts. Language development was deemed to be one of the most beneficial to the teachers’practice and the research team explored the significance of developing shared mathematical language and the important role vocabulary plays in conveying meaning and internalising understanding. The journey of two teachers is described here in this article. Keywords Conceptual understanding; fractions; vocabulary; talk strategies; language Introduction Vocabulary development is important as it helps students articulate their thinking in mathematically correct ways (Mills, 2018) . Proficiency and mastery within the mathematics classroom is dependent on knowing what to do and why; understanding topic-specific language and its associated meanings is central to the students being able to make sense of mathematical experiences (Rollins, 2014; Skemp, 2006) . Classrooms are dynamic places, characterised and influenced by a multitude of factors. Constructive and productive learning environments, which value mathematical practices and participation, provide students and teachers alike with a multitude of opportunities to actively engage with concepts, through mental, verbal, and physical constructs (Hunter, 2014) . Developing a shared language of mathematics promotes articulation and different ways of thinking without a total reliance on symbols and numbers. Mathematicians engage in specialised dialogue to communicate their ideas, to reason and to justify; tru

FAQs

What problem does the action research address in teaching fractions?

It investigates how primary school teachers can improve fractions instruction by shifting from procedural application toward conceptual understanding.

Which language-related factor is central to the study’s approach?

Developing shared mathematical language, especially vocabulary, is treated as one of the most beneficial supports for conveying meaning and internalising understanding.

What does the article say about effective mathematical communication in classrooms?

It emphasizes that students need to describe, justify, and explain their reasoning, and teachers guide them toward precise mathematical language components.

Oct 15, 2026

Uploaded by Ophelia