SYNTHESIS

Fractions can be challenging to teach and learn (Shahbari and Peled, 2017) and their real-

life relevancy is often difficult to articulate (Suh et al. 2005). Research suggests that fractions,

particularly unit fractions, are more effectively understood by students when taught in an

immediate context (Ganor-Stern et al. 2011). As many teachers and parents know, learning the

various fraction operations can be difficult for many children. It's not the concept of a fraction

that is difficult. The student are struggles in their computation in the fraction they can understand

easily in but traditional teaching they can’t understand easy they struggle of teaching. Have a

teaching strategies and instrumental strategies is better to use visual models or

manipulatives during the study of fraction arithmetic. That way fractions become something

concrete to the student, and not just a number on top of another without a meaning. The student

will be able to estimate the answer before calculating, evaluate the reasonableness of the final

answer, and perform many of the simplest operations mentally without knowingly applying any

rule.