IMPROVING FRACTION LEARNING FOR GRADE 3 LEARNERS WITH DIVERSE

LANGUAGE BACKGROUNDS THROUGH VISUAL REPRESENTATION

An Undergraduate Action Research Presented

To the Faculty of the College of Education
LIBON COMMUNITY COLLEGE
Libon, Albay

In Partial Fulfilment
Of the Requirements for the Degree of
BACHELOR OF ELEMENTARY EDUCATION &
BACHELOR IN EARLY CHILDHOOD EDUCATION

JUVY ARMERO
NENA LORZANO
JENNY TALAGTAG
ELAINE RICAFRENTE
HANNA PATRICIA BARNUEVO

November 2024
I. Context and Rationale

Mathematics is a powerful means of identification, description, and application

of patterns and relationship; generalization; and communication. It provides

opportunities for challenge, creativity, and users recognition and appreciation of the

nature, beauty and power of mathematical processes, strategies, and reasoning.

Mathematics education in elementary school lays a critical foundation for future

academic success. One of the key concepts introduced in Grade 3 learners is the

understanding of fractions, which can be challenging for young learners due to its

abstract nature.

Fractions are abstract concepts that can be challenging for students to grasp,

especially for those with diverse language backgrounds. Fractions are essential

component of elementary mathematics curricula, yet they are notoriously difficult for

young learners to grasp due to their abstract nature. Teaching and Learning fraction

concepts continues to be increasingly challenging, especially for elementary

learners. It is critical for teachers to implement instruction that proactively considers

engagement, access and conceptual growth for the learners. In classrooms

worldwide, increasing cultural and linguistic diversity poses unique challenges to

educators.

For Grade 3 learners, fractions are a critical mathematical concept forming

the foundation for advanced topics. However, mastering fractions often requires

understanding abstract concepts that are typically explained using language-

dependent strategies. For learners with diverse language backgrounds, this

language dependency can hinder their comprehension and engagement. Visual

representations provide a concrete bridge between abstract mathematical ideas and

real-world understanding.

Improving Fraction Learning for Grade 3 Learners with diverse language

backgrounds through visual representation is crucial for building a strong

mathematical foundation thinking is not only about manipulating numbers and

solving fractions but also know the solutions in the equations given.

However, many Grade 3 pupils struggle with solving fractions especially those

from diverse language backgrounds due to insufficient foundational skills, such as

basic counting and number sense. According to research, early proficiency in basic

counting is strongly correlated with later success in solving fraction equations. For

instance, Fractions are essential foundational skill for future mathematics success

(NMAP, 2008). According to Polya (1981), problem solving is “finding a way out of a

difficulty, a way around an obstacle, attaining an aim which was not immediately

attainable” (p.ix ). Further, the National Council of Teachers of Mathematics (NCTM),

(2000) asserts that “solving problem is not only a goal of learning mathematics but

also a major of doing so”.

In addressing the issue of under achievement in medium instructions,

enhancing math learning through the use of language of Comfort: If pupils are more

comfortable in their native language, consider using bilingual methods Explaining

mathematical concepts in both their native language and the primary medium of

instruction can enhance comprehension. By integrating basic counting skills with

effective instructional strategies tailored to the pupils’ linguistic needs, educators can
significantly enhance Grade 3 pupils solving fraction equations. The focus should be

an making learning engaging, Interactive, and accessible, ensuring that students

build a solid foundation in mathematics that will benefit them in higher grade.

Addressing this gap through visual representation offers an inclusive approach, as

visuals transcend language barriers, promote conceptual understanding, and

encourage active participation.

Furthermore, fractions involves concepts that are abstract and not easily

connected to students everyday experiences. Studies by Cummins (2000) and Ball

(2018) highlight that using an appropriate language of instruction enhances

comprehension and cognitive processing in math. For Grade 3 pupils, especially in

multilingual contexts, the language used in teaching can either bridge or widen the

gap in understanding fractions concepts. Thus, exploring the most effective medium

of Instruction, whether it be a native language or a second language, is vital far

optimizing learning outcomes.

This research aims to develop and evaluate effective visual representations

for teaching fractions to Grade 3 learners with diverse language backgrounds. By

addressing the unique challenges faced by these learners, this research can

contribute to enhanced fraction understanding, increased mathematical success,

and a more equitable education where all learners have equal opportunities to

succeed in mathematics. This research holds the potential to significantly impact the

learning experiences of Grade 3 learners with diverse language backgrounds,

equipping them with the foundational skills necessary for future mathematical

success.
 This study is carried out with one section of J. Cortes Elementary School,

Nogpo, Libon Albay with 30 pupils.

II. Action Research Question

This study aims to improve the phonemic awareness of the learners through

the use of interactive games in J. Cortes Elementary School, Nogpo Libon, Albay for

the School Year 2024-2025.

Specifically, this study seeks answers to the following research questions:

1. What is the current level of understanding of fraction concepts among

Grade 3 learners with diverse language backgrounds in the target population?

2. How effective is the use of visual representations in teaching fractions

concepts Grade 3 learners with diverse language backgrounds?

III. Proposed Innovation, Intervention and Strategy

The intervention focuses on using visual representations, interactive tools,

and culturally inclusive example to teach fractions. This approach emphasizes

understanding fractions through images, manipulative, and interactive digital

resources that do not rely heavily on language, thus supporting students with

diverse linguistic backgrounds.

This are materials form our own environment that learners can or form

mathematical concepts. Visual aids are powerful tools to enhance math instruction

and learning.

Fraction Tiles and Circles. Fraction Tiles and Circles are sets of colorful

pieces representing different fractions, such as halves, thirds, fourths, and so on.

They are often made of plastic, magnetic, or wood. Students can physically
manipulate the pieces to understand how they relate to the whole. Use thee tiles to

match, compare and add fractions. Students can visually see how many of a smaller

tile fit into a larger one to understand equivalence.

Mechanics

Equal Parts: Each fraction tile is divided into equal parts, representing a

specific fraction. For example, a tile representing 1/2 would be divided into two equal

sections.

Size Representation: The size of each tile reflects the fraction it represents. A

1/2 tile would be half the size of a whole tile, and a 1/4 tile would be half the size of a

1/2 tile.

Comparison: Fraction tiles allow students to visually compare fractions,

demonstrating concepts like greater than, less than, and equivalence. For example,

students can see that 1/2 is greater than 1/4 by comparing the sizes of the tiles.

How to Use Fraction Tiles:

1. Introduction: Introduce fraction tiles by having students explore the different

pieces and identify the fractions they represent.

2. Whole and Parts: Use the whole tile to represent "1" and the other tiles to

represent fractions of the whole.

3. Equivalence: Show students that different fraction tiles can represent the

same amount. For instance, two 1/4 tiles are equivalent to one 1/2 tile.

4. Adding and Subtracting: Use the tiles to model addition and subtraction of

fractions. Students can physically combine tiles to represent adding fractions or

remove tiles to represent subtraction.

 5. Comparing: Use the tiles to compare fractions, helping students

understand concepts like greater than and less than.

Pattern Blocks. This is a set of geometric shapes, including triangles,

squares, trapezoids, hexagons, rhombuses. This is the basic unit for pattern block

activities. Use the blocks to teach fraction concepts like equivalence, addition,

subtraction and comparing fractions. The relationship between the shapes can be

used to teach fraction concepts.

Mechanics

1. Establishing the "Whole"

The Hexagon: The hexagon is typically designated as the "whole" unit,

representing 1.

2. Identifying Fractions:

Visual Representation: Each shape represents a fraction of the whole hexagon:

Square: 1/2 (because two squares fit perfectly inside a hexagon)

Trapezoid: 1/3 (because three trapezoids fit perfectly inside a hexagon)

Large Triangle: 1/6 (because six large triangles fit perfectly inside a hexagon)

Rhombus: 1/3 (because three rhombuses fit perfectly inside a hexagon)

Small Triangle: 1/12 (because twelve small triangles fit perfectly inside a hexagon)

3. Equivalence:

Visual Demonstrations: Students can use the blocks to see how different

combinations of shapes represent equivalent fractions.

Two squares = one hexagon: This shows 1/2 + 1/2 = 1.

Two large triangles = one trapezoid: This shows 1/6 + 1/6 = 1/3.

Three small triangles = one large triangle: This shows 1/12 + 1/12 + 1/12 = 1/6.

4. Adding and Subtracting Fractions:

Hands-on Approach: Students can physically combine and separate blocks to

model addition and subtraction:

Adding: Combine blocks representing different fractions to find the sum.

Subtracting: Remove blocks representing a fraction from a whole or a larger

fraction to find the difference.

5. Comparing Fractions:

Visual Comparison: Students can visually compare the sizes of different

blocks to determine which fraction is greater or less.

Blank Fraction Tiles. It is a blank fraction tiles are similar to fraction tiles but

without pre- defined fractional values. these tiles are usually square or rectangular

and are blank, allowing students to divide them into any number of equal parts.

Students can use markers, crayons or pencils to divide the tiles into equal sections.

The blank nature of the tiles allows students to explore different denominators and

visualize fractions in various ways.

Mechanics

1. Create or obtain blank fraction tiles: You can purchase or create your own

blank fraction tiles using cardstock, foam or plastic.

 2. Label tiles (optional): Label tiles with numbers, fractions or equivalent ratios

for differentiation.

Basic Mechanics

1. Fraction representation: Students write fractions on tiles (e.g., 1/2, 3/4).

2. Equivalent fractions: Students create equivalent fractions by dividing tiles

into equal parts.

3. Fraction addition/subtraction: Students combine/remove tiles to

demonstrate fraction operations.

4. Comparing fractions: Students arrange tiles to compare fractions.

5. Fraction ordering: Students organize tiles to demonstrate fraction ordering.

Fraction Bars - this is a set of bars representing different fractions, often with

a number line printed on them. Also known as fraction strips, are visual and tactile

way to represent fractions. They are typically rectangular strips of paper or plastic

that are divided into equal parts. Fraction bars revolve around their ability to visually

demonstrate the parts of a whole and its divided into equal parts.

Mechanics

Visual Representation: Fraction bars are rectangular strips divided into equal

parts, each representing a specific fraction. For example, a bar divided into four

equal parts represents fourths (1/4, 2/4, 3/4, 4/4).

Size and Color: Each fraction bar is proportional in size to the fraction it

represents. A 1/2 bar is half the size of a whole bar, and a 1/4 bar is half the size of

a 1/2 bar. They often use different colors for different fractions, making visual

distinctions clearer.
 Comparison and Equivalence: Fraction bars allow students to visually

compare fractions, demonstrating concepts like greater than, less than, and

equivalence. For example, students can see that 1/2 is greater than 1/4 by

comparing the sizes of the bars.

Supporting Diverse Language Learners:

Visual-Verbal Connection: Fraction bars provide a visual representation that

can help learners connect the abstract concept of fractions to a concrete image. This

visual aid is particularly helpful for learners who are still developing their language

skills.

Language Scaffolding: Fraction bars can be used to introduce and reinforce

mathematical vocabulary:

"Whole" and "Parts": Use the whole bar to represent "1" and the other bars to

represent fractions of the whole.

"Numerator" and "Denominator": Point to the parts of the fraction bar to

explain the numerator (number of shaded parts) and the denominator (total number

of parts).

"Equivalent Fractions": Show visually how different fraction bars can

represent the same amount (e.g., 1/2 and 2/4).

 Cultural Relevance: Fraction bars can be adapted to incorporate culturally

relevant contexts. For example, you could use fraction bars to represent different

parts of a traditional meal, or to show fractions of a familiar object from their culture.

Paper folding. Folding paper into halves, quarters, etc., provides a hands-on

way to visualize fractions and their relationships. Begin by folding the paper in half,

creating a clear crease. It allows students to physically manipulate the material, see

the results of dividing a whole into equal parts and make connections to real-world

scenarios.

Mechanics

Start with a Whole: Begin with a square or rectangular piece of paper

representing the whole, or "1".

Folding: Fold the paper in half, then in half again, and so on, to create equal

parts. Each fold represents a fraction of the whole.

Visual Representation: The creases in the paper show the divisions, clearly

illustrating the fractions.

Shading or Coloring: Shade or color in the parts to represent specific fractions

(e.g., shade one-half to represent 1/2).

Supporting Diverse Language Learners:

Visual-Kinesthetic Connection: Paper folding combines visual and kinesthetic

learning, making it engaging for students who learn best by doing.

 Language Scaffolding: Use simple language and gestures to guide students

through the folding process:

"Fold in half": Show the action of folding.

"Equal parts": Emphasize that each fold creates equal sections.

"One-half": Point to the shaded part and say "One-half of the paper is shaded."

Cultural Relevance: Incorporate cultural elements into the paper folding

activities:

Traditional Patterns: Fold paper to create traditional patterns from their

cultures.

Real-World Objects: Fold paper to represent familiar objects from their

culture, then divide them into fractions.

Cuisenaire Rods. These colorful rods of varying lengths can be use to

represent fractions. Students can visually see how many smaller rods make up a

larger one. Using these rods for teaching math concepts revolve around their size,

color and ability to be combined and compared. Each rod has a unique color,

making it easy to identify and remember its value. This visual association help

students learn the number value more quickly.

Mechanics

Length Representation: Each rod represents a specific whole number,

starting with the white rod as "1". The other rods are multiples of the white rod (red =

2, light green = 3, purple = 4, yellow = 5, dark green = 6, black = 7, brown = 8, blue =

9, orange = 10).
 Fraction Representation: By comparing the lengths of the rods, you can

represent fractions:

The "Whole": Choose a rod to represent the "whole" (e.g., the orange rod =

1).

Fractions of the Whole: Find rods that are smaller than the "whole" rod and

represent parts of it. For example, the red rod (2) is half the length of the orange rod

(10), representing 1/5.

Equivalence: Students can visually demonstrate equivalent fractions by

finding different combinations of rods that have the same length as the "whole" rod.

For example, two red rods (2) are equivalent to one yellow rod (5), showing 2/5 =

1/2.

Supporting Diverse Language Learners:

Visual-Kinesthetic Learning: Cuisenaire rods offer a hands-on, visual

approach that helps students connect fractions to concrete objects.

Language Scaffolding: Use simple language and gestures to demonstrate fraction

concepts:

"Whole" and "Part": Point to the "whole" rod and explain that it represents "1".

Then, point to a smaller rod and say "This rod is a part of the whole."

"Fraction Words": Use language like "half," "quarter," "third," and "fifth" while

demonstrating the corresponding fractions with rods.

"Equivalent Fractions": Show students that different combinations of rods can

represent the same fraction and use language like "equal to" or "the same as."

Cultural Relevance: Incorporate cultural elements into the activities:

 Real-World Objects: Use the rods to represent fractions of familiar objects

from their culture (e.g., a fraction of a traditional food or a fraction of a building).

Storytelling: Create stories using the rods to represent different parts of a

story or characters.

Fraction Number Line. Fraction number line is a powerful visual tool for

teaching fractions. It helps students understand ordering and comparing fractions,

equivalence and mixed numbers. Start with a basic number line, marking whole

numbers like 0,1,2,3 etc.

Mechanics

Visual Representation: A fraction number line is a line marked with evenly

spaced points representing whole numbers and fractions. Each point represents a

specific fraction, with the distance between points reflecting the size of the fraction.

Whole Number Reference: The number line starts with 0 and continues to 1,

2, and so on, providing a familiar reference point for whole numbers.

Fraction Markings: The line is divided into equal segments, with fractions

marked at specific points. For example, a number line divided into fourths would

have markings at 1/4, 2/4, 3/4, and 1.

Comparison and Ordering: Fraction number lines allow students to visually

compare and order fractions. For example, students can see that 1/2 is greater than

1/4 because 1/2 is located further to the right on the number line.

Supporting Diverse Language Learners:

 Visual-Spatial Understanding: Fraction number lines provide a visual

representation of fractions, helping students connect the abstract concept to a

spatial understanding.

Language Scaffolding: Use simple language and gestures to explain the

number line:

"Whole Numbers": Point to the whole numbers on the number line and say

"These are whole numbers."

"Fractions": Point to the fraction markings and say "These are fractions. They

are parts of a whole."

"Between": Use phrases like "between zero and one," "between one and two,"

to describe the location of fractions.

"Greater than" and "Less than": Use these terms while comparing fractions on

the number line.

Cultural Relevance: Incorporate culturally relevant contexts:

Real-World Measurement: Use the number line to represent fractions of real-

world objects or measurements (e.g., a fraction of meter, a fraction of a recipe).

Storytelling: Create stories that involve fractions and use the number line to

represent the quantities or distances in the story.

IV. Action Research Method

The study will utilize true experimental research design. As described,

experimental research is that “what will be” when certain variables are currently

controlled and manipulated. The researchers will divide the respondents into two

groups; experimental and control group. Both groups will be given pretest and post-
test. The experimental group will be subjected to the Interactive Materials while the

control group will be thought using face-to-face physical set up. Further the study

also will determine the significant difference between

scores of two groups.

A pre-test was given before the instructional materials and innovative

materials activities by using advance preliminary testing or trial to determine the

knowledge of the students. After the pretest given, compute the level of the

performance TREATMENT
PRETESTof the student’s base from the score of the pre-test. Upon teaching

process manipulatives and innovative materials activities are given to master the

concept and enhance their performance skills. Post-test was given to determine the

increase of knowledge and mastery of the pupil’s base on the individual score. And

lastly, the evaluation, it is about comparing the results of pre-test and post-test using

statistical methods to determine the effectiveness of our action plan.

a. Participants and/or other sources of Data and Information

Respondents Frequency Percentage %

Male 19 63.33
 Female 12 40

Total 30

The participants of this study are the Grade 3 pupils of J. Cortes Elementary

School for the school year 2024-2025 who had difficulty in Performance skills.

The following will be use in gathering the data needed:

a.1.Innovative Materials

This refers to the fun and learning activities develop by the researchers. The

innovative materials activities will perform after the pre-test conducted. Performing

an innovative materials activity will engage the pupils to enhance their performance

skills.

a.2. Pre-test and Post-test

This will be 20 items in Pre-test and 20 items in Post-test, overall, there are

40 items prepared test approved by the Grade 3 adviser. The result of the test will

determine the effectiveness of using Manipulatives and Innovative materials in

enhancing the performance skills of Grade 3 pupils.

B. Data Gathering Method

The method of Data Collection, the researchers recognized the result through

the answers conducted by giving pre-test and post-test to the pupils. Sustainable

researchers will compare the result of post- test and pre- test using intervention

prepared.
 The following stages were observed to gathering necessary data which the

proposed action research questions.

C. Data Analysis Plan

In analyzing the gathered data, the following statistical tools were employed.

Mean, Performance Level, and T-test:

Frequency and Percentage Technique. This procedure will be used to

determine the levels of the academic performance of respondents.

The formula is: P= f/n×100

Where: P = Percentage

f = Frequency

n = Number of respondents

100 = Constant

Weighted mean. This procedure will be used to calculate the weight

associated to level of acceptability of contextualized

❑

The Formula is WF =
∑
❑
f ( x)
n

Where:

WF = Weighted Frequency
❑
∑
❑
f (x ) = the sum of all the product of f and x. f being the frequency of

each weight and x as the weight of each operation.

n = Total number of the respondents

VI. Action Research Work Plan and Timeline

Below is the action research work plan and timeline to be followed during the

duration the study.

Goal: to enhance the performance skills of Grade 3 pupils in West Carisac

Elementary School through manipulatives and performance skills activities.

Program Objectives: To recommend action to implement the innovative materials

and performance skills activities as an intervention to performance skills of Grade 3

pupils in J. Cortes Elementary School.

Activities Target Date Status of

Implementation

1. Conduct of Study and September 5, 2024 Done

Observation

2. Preparation of Action August 17- 22, 2024 Done

Research Proposal

3. Seek Approval for September 24, 2024 On Process

Implementation

4. Administer Pretest April 15, 2024 To be Implemented

5. Administer the April 18-30, 2024 To be Implemented

Intervention

6. Administer the Post- May 1-3, 2024 To be Implemented

Test

7. Analysis of Data May 6-24, 2024 To be Implemented

8. Preparation and September - November To be Implemented

 Submission of 2024

Completion Report

VI. Cost and Estimate

The table below presents the cost estimate to be used in the study.

Item Description Quality Unit Price Total Price

Internet Fee 1 month 1,000 1,000

Bond Paper 1 ream 200 200

Folders 4 pieces 15 60

Ink 2 bottles 300 600

Transportation 1,000

Total 2,860

VII. Plans for dissemination and Utilization

The result of the Study will Disseminated and Utilized through its conclusion

Regular teacher’s conference.

VIII. References

Clements, D. H., & Sarama, J. (2011) Early Childhood Mathematics Education

Research: Learning Trajectories for Young Children.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and

Middle School Mathematics: Teaching Developmentally.

 Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching

Second Language Learners in the Mainstream Classroom.

National Research Council (2001). Adding It Up: Helping Children Learn

Mathematics.

Bruner, J. S. (1966). Toward a Theory of Instruction.

Moyer-Packenham, P. S., & Westenskow, A. (2013). Effects of virtual

manipulative on student achievement and mathematics learning. Education Review.