ABSTRACT
In fractions, the unit need not be a single object. In whole numbers, one means one object. The significance of the unit and the fundamental changes that must occur in one’s thinking at the beginning of fraction instruction cannot be overestimated. Deciding on the unit in a fraction problem should not be a matter of personal interpretation. In initial fraction instruction, the meaning of fractions derives from the context in which they are used, and each context, either implicitly or explicitly, should define the unit. Some of the most widely used kinds of fraction questions in traditional texts confuse students, give them the impression that the unit is not important, or give them the impression that the unit is a matter of personal choice. It is important that children learn to work with units of many different types. If all they see is round pizzas, they try to use round pizzas even when they need to divide a pizza into thirds.
