This study examines the strategies used by middle school students and the difficulties they encounter when transitioning between different representations of fractions. Due to their multidimensional meanings, fractions pose significant conceptual challenges for students. The literature emphasizes that meaningful learning requires the ability to flexibly transition among symbolic, visual, verbal, and real-life representations. However, national and international studies indicate that students frequently rely on superficial strategies during these transitions and tend to overlook the principles of equal wholes and equal parts. A qualitative case study design was adopted in this study. Data were analyzed based on students’ responses to six questions selected in line with the purpose of the study from an eight-item open-ended data collection form administered to 131 students attending a public middle school. Student responses were examined through descriptive and content analysis, and recurring strategies, errors, and successful approaches were categorized into themes. The findings revealed that students were partially successful in transitions from visual to symbolic representations but experienced considerable difficulties in transitions from symbolic to visual representations. In particular, misconceptions such as confusing the fraction bar with the decimal point are common in transitions from symbolic to symbolic representations. In verbal transformations, most students merely wrote how the fraction was read rather than providing conceptual explanations. Overall, most transitions between representations remained at a procedural level, indicating insufficient conceptual understanding. The results highlight the need to use different types of representations in meaningful and interconnected ways, encourage the use of intermediate representations, and place particular emphasis on the principles of equal wholes and equal parts in instruction. The study offers important implications for teacher education, curriculum development, and instructional design.

Fractions, representations, transitions between representations, strategies, difficulties.