| Abstract: | The aim of this article was to (a) describe how a teacher helped his students develop fractional number sense through a process‐oriented activity, and (b) illustrate how a teacher included a worthwhile, interesting, and challenging mathematics question in his class to create a good learning environment for children. The results indicate that students' fractional number sense can be promoted through a process‐oriented activity, effective teaching, and good learning environment. It also illustrates how teachers can help children promote their understanding of number sense from a pictorial representation to a symbolic representation. |
