Research Article

Conceptual understanding of fractions, decimals, and percentages

Tatjana Kovačević 1 *
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1 Faculty of Science, University of Sarajevo, Sarajevo, BOSNIA AND HERZEGOVINA* Corresponding Author
Contemporary Mathematics and Science Education, 7(2), July 2026, ep26015, https://doi.org/10.30935/conmaths/19472
Submitted: 04 August 2026, Published: 02 October 2026
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ABSTRACT

This study presents an analysis of a qualitative study that analyzed the conceptual understanding of fractions, decimals, percentages, and their relationships among students in the final grades of primary and secondary schools aged 15 to 19. Based on the knowledge assessment test and interviews conducted, a broader insight into students’ conceptual understanding of fractions, decimals, and percentages was obtained. This research was conducted in the Sarajevo Canton in accordance with the mathematics curriculum in Sarajevo. Based on the questions asked and the answers received, information is obtained about their way of thinking about percentages, decimals, and fractions. Also, during the interviews, certain difficulties in understanding fractions, decimals, and percentages were observed in many students. The results of the analysis indicate that greater effort is needed in mastering fractions, decimals, and percentages, both by students and teachers, who need to pay more attention to the conceptual understanding of mathematics in order to improve it and try to raise it to a higher level.
Keywords: conceptual understanding, decimal numbers, fractions, percentages, students

CITATION (APA)

Kovačević, T. (2026). Conceptual understanding of fractions, decimals, and percentages. Contemporary Mathematics and Science Education, 7(2), ep26015. https://doi.org/10.30935/conmaths/19472

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