Elementary School Students' Difficulties in Understanding the Concept of Fractions: A Literature Review
DOI:
https://doi.org/10.55927/nurture.v5i1.3Keywords:
Mathematics, Learning Difficulties; Understanding Fractions, Basic Concepts of FractionAbstract
This study aims to analyze the forms of difficulties experienced by elementary school students in understanding the concept of fractions. The method used is literature review (LR) with six research articles as samples published in the period 2020-2025. The sample was obtained through searching articles on Google Scholar with relevant keywords. Data were collected by documenting articles that discuss students' difficulties in understanding fraction concepts, based on the year and type of research. All data were analyzed and presented descriptively qualitatively. The results showed that students experienced various difficulties, including misconceptions about numerators and denominators, low ability to represent and operate fractions, and difficulty in translating contextual problems into mathematical models. Factors such as low motivation, negative perceptions of math, and lack of parental support also worsen students' understanding. The results of this study are expected to provide insights and be taken into consideration in designing more effective and contextualized learning strategies in teaching fraction concepts in elementary schools
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