Abstract
Although empha is on the development of fraction concepts is increasing, it occur in the early grades when the discussion is limited to proper fractions. When improper fraction and mixed number are introduced, far less attention is given to the development of a sound conceptual base. It is not unusual to find a pupil who can draw a repre entation of five-sixth but not of even-fourth. Even more infrequent is a youngster who can illustrate the equivalence of two and two-third to eight-third. Failure to acquire a clear understanding of fraction greater than one and their mixed-number equivalents severely limits pupils' meaningful use of these number and results in a weak background for the development of mixed numbers. This article suggest a model for improper fraction and mixed numbers and describes some activities for working with them at the precomputational level.
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