This research aimed to investigate the perspective of Dutch and Indonesian primary school teachers in teaching fractions. The research participants were six volunteer primary school teachers in the Netherlands and Indonesia. The method used in this research is a survey with open questions. The research finding indicated that the teachers in the Netherlands and Indonesia addressed fractions’ basics using contextual situations. There are two perspectives of teachers in teaching fractions: 1) Strengthening the basics of fractions using a model, and 2) Strengthening specific procedural strategies to solve fraction problems. The results of this study can be used as a reference for teacher educators to design professional development for teachers, especially in mathematical teaching and to give an overview how the strategies applied in teaching fractions.

Topics
Professional development, Teaching, Schools, Educator
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