This study aimed to design and produce activity sheets based on the representation construction approach to remediate Grade 10 students’ lack of fraction sense with minimal teacher guidance and to evaluate their impact on students’ performance. The activity sheets were developed using the frameworks outlined by Tytler et al. (2013) and McIntosh et al. (1992) and assessed through students’ performance on Trends in International Mathematics and Science Studies (TIMSS) questions. A quasi-experimental research design with a pre-test and post-test control group design was used. Sixty-eight students from Matalam National High School – Linao with math grades below 85 were selected, with 30 selected to the experimental group through simple random sampling and the other 38 to the control group. T-test results on the pre-test showed no significant difference (t = 0.81, p = 0.42), confirming the comparability of the groups. There was a significant improvement in the experimental group’s posttest results (t = 17.1, p < .001), indicating the effectiveness of the activity sheets. The mean gain scores also showed a significant difference (p < .001), suggesting that the representation construction approach had a significantly greater effect on improving students’ fraction sense. Based on the findings, it was recommended that mathematics teachers consider using activity sheets grounded in the representation construction approach to help students improve their understanding of fractions.

Keywords: activity sheets, fraction sense, high school students, Representation Construction Approach, remediation