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This study implemented two pedagogical strategies, the Thinking Aloud Pair Problem Solving and Pólya"s Problem Solving, to support students" learning of fractions. The participants were 51 students (ages 11-13) from two Year 7 classes in a government secondary school in Brunei Darussalam. A mixed method design was employed in the present study, with data collected from the pre-and post-tests, problem solving behaviour questionnaire and interviews. The study aimed to explore if there weredoi:10.1088/1742-6596/943/1/012013 fatcat:efwdr5nkljdbdb5ghgylhklik4