Published Paper Details:

This action research investigates the challenges faced by 7th standard students in understanding fractions and evaluates the effectiveness of activity-based instructional strategies in improving their conceptual learning. The study was motivated by common difficulties such as misconceptions about fraction size, confusion between numerator and denominator, weak visualization skills, and limited real-life connections. A purposive sample of five students from Rotary West School, Mysore, who scored below 10 in the pre-test, was selected. Using a one-group pre-test and post-test experimental design, the researcher implemented four interventions: chart-based explanation, real-life demonstrations, ICT-supported instruction, and hands-on activities involving fraction strips, paper folding, number lines, and digital tools. Analysis of post-test results revealed significant improvement in student performance, indicating that visual, concrete, and technology-integrated strategies effectively enhanced students' conceptual understanding of fractions. The study concludes that meaningful, activity-oriented teaching approaches help reduce misconceptions and strengthen foundational mathematical skills.