This paper focuses on a lesson plan in fractional number concepts that illustrates how research and practice have been brought together through the use of integrated media. A teacher applied the findings from her master's thesis by collaborating with an instructor of elementary mathematics methods courses and an experienced teacher on a lesson plan that introduced the concept of "half" in a part-whole interpretation. A videotape was made of the lesson as it was presented to a second grade class with theory juxtaposed over the action through the use of a computer controlled videodisc environment. The videotape was used to guide the observations and analyses during a mathematics methods course for preservice teachers. The preservice teachers were assigned the task of comparing the research-based fractions lesson with another more traditional lesson taught by the same teacher using the topics of student involvement, readiness, or the role of representations in teaching fractions. Three appendixes contain: (1) an abstract of the master's thesis examining the issues of representation in the teaching and learning of fractional number concepts; (2) the lesson plan formed from the collaboration among the writer of the master's thesis, the instructor of the methods course, and the classroom teacher; and (3) the class assignment given to the preservice teachers comparing the research-based lesson with a traditional lesson on the same topic taught by the same teacher. (ALF)