In your response, there is at least one didactic or mathematical aspect that justifies why it is important for students to distinguish and relate the different interpretations of fractions.

For example, it mentions the relevance of the various interpretations of fractions in the design of learning situations.

*This indicator assesses whether the characteristic is present: it is relevant to the formative process of future teachers.

In your response, it is mentioned that distinguishing and relating the different interpretations of fractions is fundamental for future teachers to understand these numbers.

For example, it justifies the importance of the various interpretations of fractions in the study of order relations or in the study of operations.

*This indicator assesses whether the characteristic is present: it places tension on the teacher educator's work.

In your response, it is mentioned that the teacher educator can address in her classes the study of the different interpretations of fractions using a didactic strategy.

For example, it notes that she can use various representations, real-world contexts, etc.

*This indicator assesses whether the characteristic is present: it is within the teacher educator's decision-making scope.