Enhancing the Ability to Recognize Fraction Numbers Through Context-Based Concrete Media in Grade V Slow Learners at a Public Elementary School

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Classroom action research improves fraction recognition in slow learners, suggesting effective pedagogical strategies for diverse learners.

Complete mastery of fraction recognition was achieved among students after using contextual-based concrete media.
Student mastery rates progressed from 20% to 100% across intervention cycles, demonstrating significant improvement.
Class mean scores increased from 51.3 to 77.3, highlighting effective engagement strategies in mathematics education.
Qualitative observations showed improved student engagement and confidence in fraction-related tasks through differentiated instruction.

Asril et al. (2025) studied this question.

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Classroom action research improves fraction recognition in slow learners, suggesting effective pedagogical strategies for diverse learners.