jegys Journal for the Education of Gifted Young Scientists 2149-360X Genç Bilge Yayıncılık 10.17478/jegys.1000495 Other Fields of Education Alan Eğitimleri Grade 6 teachers’ s mathematical Knowledge for teaching: The concept of fractions https://orcid.org/0000-0003-1318-3777 Machaba France University of South Africa https://orcid.org/0000-0002-8920-045X Moloto Margaret University of South Africa 12 15 2021 9 4 283 297 09 24 2021 09 27 2021 Copyright © 2013, Journal for the Education of Gifted Young Scientists 2013 Journal for the Education of Gifted Young Scientists

This article report on two case studies in which we explored two Grade 6 teachers’ mathematical knowledge for teaching the concept of fraction. We were interested in the mathematical knowledge teachers need to know, and how to use, to teach the concept of fraction. Of the two teachers sampled, one teacher (Rose) tried to unpack the fraction concept of fraction emphasising the understanding of mathematical concepts through using various modes of representation in teaching the concept of fraction and uses fractional manipulatives to emphasise the understanding of the concept. On the other hand, the teacher (Eddy) emphasized procedural knowledge. Eddy used the traditional way of teaching fractions, encouraging learners to memorise rules without understanding. The learners were just blind followers of the rules because they did not tell them where the rules originated, while Rose tried to use various modes of representation in teaching the concept of fraction

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