ABSTRACT
Mathematicians from Klein to Freudenthal and psychologists like Piaget and Davydov have concerned themselves explicitly with the educational problem of learning about fractions. Many others have continued to address the challenge represented by fractions in mathematics education (Hilton, 1983; Usiskin, 1979). In the context of the current concerns regarding education, it is time to focus attention on those questions about fractions in mathematics education that are of primary importance in learning to think mathematically.
