The primary goal of the present study is the recognition of the effect of a five-step fraction problem-solving instruction method on the performance of the sixth-grade primary school students from Semirom County. The study is an applied research in terms of its goal. It is an experimental research in terms of implementation and it is a quantitative study in terms of the measurement. Moreover, the study has been conducted based on a semi-experimental plan of the pretest-posttest type. The study population included the sixth-grade primary school students of Semirom County reaching in number to 873 persons during the 2016-2017 academic years. The study sample was selected based on an experimental method through congruent sampling and assigned to two groups, namely experimental and evidence, each containing 25 individuals identically. The data collection instrument was a 10-question test administered in the pretest-posttest form as well as the qualitative interview. The validity of the questions was confirmed by 20 experts and math teachers based on content validity ratio (CVR). The test’s reliability was obtained equal to 0.88 and 0.94 respectively through retest and Cronbach’s alpha methods. The analysis of the study data was carried out in SPSS22 in two descriptive and inferential levels. The study findings indicated that the students who had been subjected to five-step problem-solving instruction, including comprehension, classification, proposing a plan, implementing the plan and retrogression significantly differ from the students who had been instructed traditionally in terms of the problem-solving performance.
