Abstract:
The premise of this research was that teachers‘ knowledge significantly influences students‘ mathematical achievement, particularly in their understanding of fractions. The aim was to explore if teachers‘ conceptual deficiencies in this area could explain students struggle with fractions, especially in understanding their magnitudes. The study employed an integrated theory of numerical development which posits that a teacher‘s ability to place a specific fraction on a number line reflects a comprehensive understanding of fraction magnitude. It adopted a cross-sectional survey design, involving a sample of 134 mathematics teachers from public junior high schools. Descriptive statistics revealed that mathematics teachers possessed an average level of knowledge concerning the magnitude of fractions. Furthermore, inferential statistics indicated a positive correlation between teachers‘ years of teaching experience and their knowledge of fraction magnitude. Moreover, the study discovered a significant difference in the fraction magnitude knowledge of in-service teachers and the specific classes they teach mathematics. In light of the findings, the study recommends that teacher training institutions improve on mathematical courses that incorporate the content and pedagogical elements of fractions. Additionally, stakeholders in education are encouraged to frequently organise periodic in-service training programmes, specifically targeting mathematics teachers, with the aim of enhancing their understanding of fraction magnitude and overall proficiency in teaching the subject.
