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This report describes an investigation in England of some of the problems children experience with fractions. In particular, the restricted view that some children have of fractions is investigated. The methodology involved a large number of interviews with secondary school children (aged 12-14). The results of these interviews led to the design of teaching experiments which involved both small groups and whole classes with a pretest, immediate posttest, and delayed posttest. Results of the study address student understanding of models of fractions, the division aspect of a fraction, fractions as numbers, and equivalent fractions as well as the teaching module that was developed. Implications for the teaching of fractions include: (1) the learning of fractions would be facilitated if teachers developed their skills of listening to children and of encouraging them to talk about thei