ABSTRACT
The case studies of three students presented in this chapter were chosen for various reasons. The individuals showed differences in the following aspects: choice of game theme, conceptual development of fractions, understanding of Logo programming, and changes in their attitudes. Each individual created a computer game to teach fractions that shared some common features, such as a narrative game format. In selecting the cases of Amy, Sid, and Albert I wanted to offer a spectrum of the differences and convergences.
