Fractions and anything related to fractions are among the mathematics subjects that are challenging for primary school students to comprehend probably due to the fact that fractions have multiple meanings in different circumstances. Primary school teachers could overcome this challenge using various fraction models to facilitate students understanding the concept of fraction. With this in mind, the current study aimed to reveal the fraction models used by these teachers when teaching fractions. Accordingly, those used by 14 teachers were analyzed to see whether the meaning of fraction differs depending on the models used. This qualitative study adopted the single case research model. The data were collected from primary school teachers through a semi-structured interview form and descriptively analyzed. The study has concluded that the cluster model, the area model, and the length model are the most preferred models by the teachers and that their choice of models in teaching fractions differs across the sub-constructs of fractions.
Key words: Primary school teacher, mathematics education, fractions, sub-construct, fraction models
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