Abstract
Teaching fractions has been a complex and largely unsuccessful aspect of mathematics instruction in the elementary grades for many years. Students' understanding of fraction concepts is a big stumbling block in their mathematical development. Some researchers have pointed to children's whole-number knowledge as interfering with, or creating a barrier to, their understanding of fractions (Behr et al. 1984; Streefland 1993; Lamon 1999). This article illustrates an approach to constructing fraction concepts that builds on children's whole-number knowledge using specially designed computer tools. This approach can help children make connections between whole-number multiplication and their notion of a fraction as a part of a whole, thus bridging the gap between whole-number and fraction knowledge.
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