Primary teachers’ preferred fraction models and manipulatives for solving fraction tasks and for teaching

Abstract When teaching fractions, teachers make instructional decisions about if, when, and how to use the many different types of fraction models manipulatives. In this study, we sought insights into their pedagogical reasoning with representations via preferences, both for solving tasks themselves (in general specific concepts operations). Nearly 200 practising Australian primary participated in an online survey drew on a Fraction Schemes theorisation analyse quantitative qualitative data. A majority indicated personal preference set model four out five schemes; one scheme most preferred circle model. Their reasons suggested that nature each task fractions involved, played role influencing preferences. With respect also high level general, secondly rectangle except number lines, were not found be associated teachers’ nominated year level. We was same but matching manipulative (counters or chips). The bars several concepts, linear models. Implications further research are discussed.