In one project phase, assessments of cognitive levels in grades seven and eight on fractions and ratio concepts were made and compared to the corresponding cognitive demands of curriculum guide objectives, authorized textbooks, teacher presentations, and teacher-made tests. Considerable gaps were found between student cognitive level and curricular demand in the context of fractions and ratios for both grades. Another phase of this project analyzed the effects of a concrete process-oriented approach to the teaching of fractions and ratios in seventh and eighth grades. Overall, and particularly with seventh graders, project findings demonstrated that a concrete, process-oriented approach can result in significantly improved achievement in and attitude toward fractions and ratios. Simultaneously, the development of general mathematical strategies is enhanced and computational facility is maintained. (Author/MP)