Two experiments tested claim that transparency of Korean fraction names promotes fraction concepts. Findings indicated that U.S. and Korean first- and second-graders erred similarly on a fraction-identification task, by treating fractions as whole numbers. Korean children performed at chance when whole-number representation was included but outperformed U.S. peers overall. Performance of U.S. children improved and exceeded Korean children's when fraction names were used that explicitly referred to part-whole relations. (Author/KB)