Abstract
Problems related to fraction belong to one of the most difficult issues in maths education not only at the level of elementary school. It often lies in pupils' misconception of fraction when pupils handle with fractions as with natural numbers.
According to current Czech curriculum the topic fractions is not involved in primary school. However, children have encountered fractions since their early life.
They can hear sentences like: "We add a quarter litre of milk. Let your brother have half sweets. ..." I believe that it is important to start treating fractions since they begin to go to school and thus to develop their earlier experience.
It should be done in sequence: manipulation with various representations - use of everyday language - use of precise mathematical oral language - use of written formal mathematical language.