Introducing Fractions Using Share and Measure Interpretations: A Report from Classroom Trials

It is well acknowledged that ‘fractions ’ is one of the most complex topics in the primary and middle school curricu-lum. There has been a considerable amount of research on teaching and learning of fractions in the last few decades and the curriculum design in the West. A Non-Governmen-tal Organisation (NGO) in collaboration with an education research institute is engaged in similar attempts in the In-dian context. This paper is a report of our trials in two schools on introducing fractions to primary school children using a combination of share and measure interpretation