Designing a Fractional Teaching Model to Develop Modeling Competence for Fourth-Grade Students

Abstract

This study aims to design a fractional teaching model to foster mathematical modeling competence among fourth-grade students, aligning with the educational reform objectives of Vietnam’s 2018 General Education Program. Given their abstract nature and practical applicability, fractions serve as a foundation for constructing learning scenarios that promote modeling thinking. Grounded in theoretical frameworks of mathematical modeling and the cognitive characteristics of primary school students, the study proposes a five-step teaching process that integrates real-world contexts. This approach seeks to stimulate active learning, enhance students’ flexible application of mathematical knowledge, and optimize instructional effectiveness.