World Journal on Educational Technology Vol 5, Issue 3, (2013) 431-444 www.awer-center/wjet Presenting solution strategies of fraction multiplication and division on mathematics instructional websites Cheng-Huan Chen, Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan (ROC) Chiung-Hui Chiu*, Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan (ROC) Chia-Ping Lin, Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan (ROC) Shih-Tso Wu, Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan (ROC) Ying-Chih Hung, Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan (ROC) Suggested Citation: Chen, C.-H., Chiu, C.-H., Lin, C.-P., Wu S.-T., & Hung, Y.-C. (2013). Presenting solution strategies of fraction multiplication and division on mathematics instructional websites. World Journal on Educational Technology, 5(3), 431-444. Received October 12, 2013; revised November 02, 2013; accepted November 29, 2013 Selection and peer review under responsibility of Prof. Dr. Steven M. Ross, John hopkins University. ©2013 Academic World Education & Research Center. All rights reserved. Abstract This study explored emphasized solution strategies taught by frequently found mathematics instructional websites, which teach students how to multiply and divide fractions. Based on the searching results of the well-known search engine Google, content analysis was conducted on 32 instructional websites containing fraction multiplication or division. For fractional division, this study found that 93.55% of instructional websites taught students invert-and-multiply to directly calculate the results by expressions, while 16.13% and 19.35% of websites taught students picture division and common denominator, respectively, mainly through graphical representation with text explaining the fractional operation process. Each solution strategy of fraction multiplication and division possesses different characteristics and advantages; therefore, teachers or instructional designers’ in future instructional web design or development should provide diverse solution strategies for students to learn and strengthen the solution process description. Keywords: Fraction multiplication, fraction division, solution strategies, instructional websites. *ADDRESS FOR CORRESPONDENCE: Chiung-Hui Chiu, Graduate Institute of Information and Computer Education, National Taiwan Normal University, 10610, Taipei, Taiwan (ROC). E-mail address: cchui@ntnu.edu.tw, Tel. : +886-2-77343930