In the United States, fractions are an important part of the middle school curriculum, yet many middle school students struggle with fraction concepts. Teachers also have difficulty with the conceptual understanding needed to teach fractions and rely on textbooks when making instructional decisions. This reliance on textbooks, the idea that teaching and learning of fractions is a complex process, and that fraction understanding is the foundation for later topics such as proportionality, algebra, and probability, makes it important to examine the variation in presentation of fraction concepts in U.S. textbooks, especially the difference between traditional and standards‐based curricula. The purpose of this study is to determine if differences exist in the presentation of fractions in conventional and standards‐based textbooks and how these differences align with the recommendations of National Council of Teachers of Mathematics, Common Core State Standards, and the research on the teaching and learning of fractions.

Networking North Queensland (NNQ) was a two-year project to improve access to health services in rural and remote communities. The project involved email and Internet access in 61 communities, in a region almost three times the size of the UK. Videoconferencing equipment was also installed at 21 sites and a total of 197 h of videoconferencing was recorded at 10 of the remote sites over 12 months. As a result of the project, health consumers enjoyed improved access to medical, specialist, allied health and primary health services. In addition, health service providers had better access to reliable, up-to-date health-care information via intranet and Internet services. Consideration of local issues--local needs and existing resources--was vital to the achievements of the project. Community involvement and community access were also important factors in its success.

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Using visual representations, such as symbols, drawings, and graphs, helps middle school students reason about and understand mathematics. These representations support students' learning and help them communicate their mathematical ideas. Representations also help them organize their thinking, make connections among mathematical concepts, and model the mathematics that they see in the real world (NCTM 2000). The middle school mathematics curriculum seeks to move students in a logical progression from concrete models to drawings and pictures and finally to abstract symbols. Representations can assist students in making this transition.

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