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Students show deficient understanding on fraction division and supporting that understanding remains a challenge for mathematics educators. This article aims to describe primary students’ understanding of partitive fraction division (PFD) and explore ways to support their understanding through the use of sequenced fractions and context-related graphical representations. In a design-research study, forty-four primary students were involved in three cycles of teaching experiments. Students’ works, transcript of recorded classroom discussion, and field notes were retrospectively analyzed to examine the hypothetical learning trajectories. There are three main findings drawn from the teaching experiments. Firstly, context of the tasks, the context-related graphical representations, and the sequence of fractions used do support students’ understanding of PFD. Secondly, the understanding of non-unit rate problems did not support the students’ understanding of unit rate problems. Lastly, the students were incapable of determining symbolic representations from unit rate problems and linking the problems to fraction division problems. The last two results imply to rethink unit rate as part of a partitive division with fractions. Drawing upon the findings, four alternative ways are offered to support students’ understanding of PFD, i.e., the lesson could be starting from partitive whole number division to develop the notion of fair-sharing, strengthening the concept of unit in fraction and partitioning, choosing specific contexts with more relation to the graphical representations, and sequencing the fractions used, from a simple to advanced form.

The article focuses the use and reflection of explanatory videos in pedagogical contexts from an interdisciplinary perspective and with regard to teacher reflection and production processes in a joint primary school pedagogical study (with a focus on mathematical learning processes) and Catholic religion education study (with a focus on secondary school teacher education). With an explorative research question and an interpretative qualitative research design, teachers' reflections of explanatory videos produced by learners as well as teachers are analyzed abductively to gain in-depth insights into potentials and obstacles of the usage of explanatory videos in the context of learning processes. In the primary school pedagogical study, students produce multilingual explanatory videos (n = 18) of the 'Auxiliary task', a mental calculation strategy, which the multilingual teachers reflect (n = 6), and in the Catholic religion education study, teachers produce explanatory videos for making 'encountering' processes possible (n = 17) and both studies are linked with a joint research question. The main insights into potentials and obstacles are that explanatory videos can be used didactically for a) identifying student's subject-and-language-related needs, b) 'decelerated' valuation processes and c) iterative revisions of non-viable video productions as well as biases and beliefs of teachers.