Reconceptualising Curriculum Design to Promote Students’ Conceptual Understanding of Mathematics: A Focus on Fractions

Maria Quigley

This report discusses the preliminary stages of a study into the impact of reconceptualising curriculum design on the teaching of fractions in Kindergarten to Year 2. A mixed methods approach is engaged using a questionnaire to explore current teacher practices and a diagnostic assessment instrument to determine Year 3 students’ current understanding of fractions. Teachers will have training on using the new curriculum documentation and will be interviewed and observed in the classroom implementing both the old and new approaches.