Strategies for solving fraction tasks and their link to algebraic thinking

Many researchers argue that a deep understanding of fractions is important for a successful transition to algebra. Teaching, especially in the middle years, needs to focus specifically on those areas of fraction knowledge and operations that support subsequent solution processes for algebraic equations. This paper focuses on the results of Year 6 students from three tasks from a Fraction Screening Test that demonstrate clear links between algebraic thinking and students’ solutions to fractional tasks involving reverse processes.