Analysis of the Components of Integrated Teaching of Verbal Problems in Third-Grade Mathematics in Relation to Concepts of Visual Arts: Integrating Visual Experiences with Mathematics

10.22055/edus.2025.48367.3685
Volume 32, Issue 2
December 2025
Pages 185-216

Document Type : Research Paper

Authors

1 Master's student of Elementary Education, Khajeh Nasiruddin Toosi Campus, Farhangian University of Kerman and Elementary Education, Bandar Abbas, Iran.

2 Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 889-14665, Tehran, Iran.

3 Assistant Professor, Department of Mathematics Education, Farhangian University, P.O. Box 889-14665, Tehran, Iran

Abstract
Fractions are among the most widely used concepts in mathematics, and currently, understanding and solving verbal fraction problems remains one of the major challenges faced by elementary school teachers. Accordingly, the present study aims to explore the components of integrated instruction for third-grade verbal fraction problems based on visual and perceptual experiences and aligned with fundamental concepts of visual arts. The study adopted a qualitative meta-synthesis research approach. The statistical population included all national and international studies related to the research topic published between 2013 and 2023. Relevant keywords were examined using purposive sampling along with inclusion and exclusion criteria. Data were collected through a qualitative meta-synthesis design following the seven-step framework proposed by Sandelowski and Barroso (2007). Ultimately, 38 articles were selected and analyzed using a three-stage coding process (open, axial, and selective). The findings revealed that conceptual knowledge, drawing, modeling, and part–whole structure are the main shared components in interdisciplinary integrated instruction between verbal fractions and the foundations of visual arts grounded in visual and perceptual experiences. By providing practical opportunities for integrated learning, these components can foster deep, sustainable, and real-life–related learning among students and improve their understanding and problem-solving of verbal mathematical problems.

Keywords

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