If students do not master basic operations with common fractions, then teachers are less likely to provide experiences that extend computation to operations on
complex fractions. When an abundance of experience with
complex fractions is neglected, students may be unable to acquire the familiarity and fluency that will be needed to manipulate algebraic fractions.
Three classes, from an Independent school in regional Australia who agreed to participate in the study, were selected to represent the learning continuum from the formal introduction of simple fractions in Stage 2 (Years 3-4) through to operations with more
complex fractions in Stage 4 (Years 7-8) (NSWBOS, 2002).