Peter Gould suggests Australia's next top fraction model should be a linear model rather than an area model. He provides a convincing argument and gives examples of ways to introduce a linear model in primary classrooms.

Citing that the concept of fractions is not a single idea, and that students may be proficient in one area of fractions while also holding contradictory beliefs, the writer reviews some common problems areas in teaching and learning about fractions, and maintains that the fraction concept does not respond to simple remediation methods. The author…