This research considers specific strategies that would enhance teaching and learning of fractional concepts in mathematics at a secondary school. The notion of the Zone of Proximal Development (ZPD) ~ Vygotskian view, is invoked as one of the fundamental frameworks for explaining fractional knowledge. This view is contested on the bases of that "human thinking is inherently social in its origin" (Goos, 2004: 259). Another theory that bears testimony to mathematics education especially abstract concepts like fractions is that of constructivism, drawn from the works of, Lave (1996), Steffe (1990) and others. Learners' informal knowledge is investigated for the purposes of highlighting what learners know and can do. Therefore, the study examined the development of learners' understanding of fractions during instruction with respect to the ways their prior knowledge of whole numbers influenced the meanings and representations they construct for fractions as they build on their informal knowledge. There were 30 participants (15 School A and 15 from School B) that were engaged in worksheets. Thereafter, 6 cases of the participants were carefully selected for clinical interview purposes. The overall methodology of this study is participatory action research (Kemmis & Mctaggart, 2000).

Thesis (M.Ed.)-University of KwaZulu-Natal, 2006.