English Abstract
Abstract :
In spite of the increasing interest in using calculators and metric system, Common fractions are one of the important subjects in the school mathematics. This is due to many convincing reasons. Among such reasons is the pupils' widespread use of fraction concepts in the daily life.
However, many pupils have difficulties in common fractions and, accordingly, their achievement of that subject is not up to the desired standards. Stimulated with such difficulties and low achievement, many studies were conducted with a view to identifying the underlying causes and suggesting the suitable solutions.
Research in this area indicated that teaching common fractions through the traditional methods does not result in mastering the required skills. Accordingly, there is a need for identifying non-traditional methods of teaching common fractions to enhance pupils achievement of that subject.
Playing is an integral part of pupils' life; it promotes their attention and permeates their feelings. So, it was suggested by many educators, such as Frobell, Mary Mentsouri and Others, that playing and learning should be amalgamated together in such away that pupils play to learn and learn as if they were playing. Such approach to learning (learning through playing) has proved to be effective in enhancing pupils' attention and motivation.
Accordingly, the present study was undertaken in an attempt to examine the effectiveness of learning through playing approach as regards pupils' achievement of common fractions.
