Addressing students’ conceptions of common fractions. Paper accepted for 23rd

Grade 6 and 7 South African upper elementary school students ’ conceptions of and operations with common fractions were investigated before and after a year of exposure to materials which had been designed to challenge common limiting constructions identified in a previous study, and to a teaching approach of which reflection and interaction are essential components. There was a significant improvement in several of the items in the written tests, in line with the aims and extent of the materials used