Fraction knowledge is essential for success in STEM. Fractions are usually introduced around third grade, but recent work shows that first graders have some informal fraction knowledge (Viegut et al., 2023). Little is known about where this early fraction knowledge comes from. As a starting point, we are investigating textbooks. Our primary goal is to discover how often and in which contexts fraction-related information is included in three popular first- and second-grade math textbooks. We are coding each page for type of fraction information: explicit (e.g., fraction words or symbols), implicit (e.g., quarters in money), possible (e.g., doubling in an addition context), or none. Preliminary analyses of the table of contents showed substantial variability across textbooks, with some first grade books explicitly mentioning equal sharing and others not including this even in second grade. Our coding so far has identified almost 500 pages with possible fraction information. Understanding how fraction-related activities are – or could be – integrated into early curricula can inform instructional recommendations to better prepare young learners with foundational fraction skills.
