Fractions continued

Understanding of fractions depends upon the way the pupil thinks about them. If children write their fractions on two lines, then that is how they think of a fraction, as two numbers, and they begin to appreciate a relationship between them. If they are using a calculator to divide on fraction by another, then they do not think of fractions as being a complete representation of a quantity, a number comprising of a top part (numerator) and a bottom part (denominator), they think of a fraction as being an uncompleted operation which can be accomplished on a calculator, whose answer is a single number. This diminishes their appreciation of mathematics and their ability to use mathematics.