Students before the formal teaching of fractions possess a range of knowledge and skills related to fractions, such as the expressions used in everyday language "I will come in a quarter of an hour", "a third of the class is missing", etc. a. Knowledge related to fractions is also the one related to division "divide", "divide into equal parts" etc.
Therefore, the students already have a perception of fractions which comes from processes of searching for the part of a whole. This knowledge, however, is not connected to the symbolic representation of fractions (e.g. ¼) nor to the formal formulation (e.g. a quarter).