TikTok as an Auxiliary Tool in Learning the Concept of Fractions in 6th-Grade Elementary School

This article investigates TikTok as an auxiliary tool in teaching the concept of fractions to 6th-grade students in elementary school. Motivated by recurring difficulties in understanding this concept, the research adopted a qualitative and exploratory approach grounded in theories of mathematics education and the cognitive theory of multimedia learning (CTML). Data was collected from videos produced by the students, interviews, and classroom observations. The results indicate that using TikTok increased student engagement and improved their understanding of fractions, demonstrating the effectiveness of this platform as a dynamic pedagogical resource connected to students’ realities. We highlight the importance of embedding digital technologies into contemporary teaching and suggest future investigations into the long-term impacts on different mathematical concepts and teachers’ perceptions of the usefulness of this tool in learning.