| Summary: | This article emanates from a study that sought to establish teacher experiences
in the effective teaching of Mathematics, especially when dealing with
teaching algorithms of fractions in their schools. Fraction algorithms is a
section of algebra in mathematics that deals with quantities as wholes and subconstructs. In grade 3, learners seem to be unable to comprehend the meaning and this leads to teachers being frustrated. The authors posit that despite the teacher’s dilemmas about teaching fractions in grade 3, there still exists effective teaching in schools. The study adopted an interpretivism paradigm in which thematically analysed data was collected through interviews from 8 purposely selected participants. The researchers noticed that examining the dynamics in teaching algorithms of fractions involves significant development of the idea through prominent learner participation, handling of tangible materials by learners and learner inclusivity. The study reveals that teachers need to compatibly reflect on Mathematics Fundamental Knowledge (MFK) and Mathematics Pedagogical Content Knowledge (MPCK) to have the option to adequately teach their learners. Overall, it was found that teachers worked very hard to strive for excellence in teaching grade 3 learners and that they did their best irrespective of overcrowding, inadequate training and resources and other challenges they faced to achieve effective teaching fraction algorithms for their grade 3 learners.
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