M.Ed. (Mathematics in Education) / Primary school learners need to extend their knowledge of numbers to include common fractions. Common fraction concepts are important but learners find it more complicated and difficult to understand than whole numbers, they experience it as particularly challenging. Fraction consists of sub constructs which is adding to the complexity of fractions. The aim of this study was twofold, firstly, to identify the conceptual and procedural knowledge about common fractions that learners need to acquire from grade four to seven to enable them to be able to do calculations with fractions. The second aim was identifying effective teaching strategies to enhance learners’ conceptual and procedural knowledge about common fractions. Primary school learners are mainly in the concrete operational stage of development according to Piaget’s stages of cognitive development. Although the learner can reason, the ability to reason is based on tangible objects and direct experiences. The obstacles that learners encounter in developing deep understanding of fractions can be due to the nature of fractions or due to the instructional approaches employed by the teachers. Learners are able to understand at a concrete level, their reasoning is consistent with respect to real objects. To enable learners to develop meaning and understanding of fractions, learners should be provided with many experiences in partitioning quantities into equal parts. Teachers must ensure learners make the connections between the concrete models, manipulatives and pictures that are equally divided. Learners need to be able to represent numbers using words, models, diagrams and symbols and be able to make the connections between the representations. From a constructivist view learners construct their own knowledge and the learning of subject matter is the product of an interaction between what they are taught and the knowledge they bring to the learning situation.

Arithmetic probably causes more unhappiness among elementary school children than any other subject. Teachers, doubtless, experience a feeling of failure in this area of their work more than in any other undertaking. Many children and some teachers would be delighted to eliminate arithmetic from the program of the elementary school. In our technological society which requires a high degree of competence in mathematics, this step is not the solution to the problem. To one taking into consideration the usefulness of arithmetic in the lives of young children, it is evident that children must be given an opportunity to succeed in this endeavor; that it should be related to the everyday experiences of children; and that it should be taught meaningfully. / Typescript. / "August, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian Black, Professor Directing Paper. / Includes bibliographical references (leaves 35-37).

The teaching of science is a continuous process. It is closely related to every activity of the school day. The elementary teacher with little or no scientific background may utilize these wide and varied daily experiences in the teaching of the concepts of space, time, change, variety, adaptation, and interrelationships. The numerous opportunities for science study in the surrounding community may be correlated with the text as a means of gathering reliable scientific information. Contributing to the setting up of more purposeful science --learning situations are the following five major aims in the teaching or science. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 44-49).

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