Incorporating visual representations, rather than strictly relying on symbolic representations, is a research-based strategy for supporting fraction learning. However, students must also make transitions between visual and symbolic fraction representations to apply the conceptual understanding they gained from visual representations to symbolic fraction computation. Virtual manipulatives (VMs) offer opportunities for supporting students in making these transitions, as many fraction VMs integrate visual and symbolic representations into one manipulative. Some VMs also dynamically link the representations, so learners can observe how changes to one representation impact the other. For these features to support students in transitioning among representations, teachers must orchestrate opportunities for students to use and reflect on their use of the features. This study examined how six fourth- and fifth-grade teachers orchestrated opportunities in lesson plans for students to make transitions among the visual and symbolic representations within and beyond fraction VMs. Results showed that teachers used two strategies for orchestrating these transitions: VM choice and direct teacher intervention. Implications of teachers’ uses of these strategies are discussed in terms of what kinds of transition opportunities were made available to students and what professional learning experiences could be needed to support teachers in orchestrating transitions.

结合视觉表示，而不是严格依赖符号表示，是一种基于研究的支持分数学习的策略。然而，学生还必须在视觉和符号分数表示之间进行转换，以将从视觉表示中获得的概念理解应用到符号分数计算。虚拟操作器 (VM) 为支持学生实现这些转变提供了机会，因为许多分数 VM 将视觉和符号表示集成到一个操作器中。一些虚拟机还动态链接表示，因此学习者可以观察一种表示的更改如何影响另一种表示。为了让这些功能能够支持学生在表征之间进行转换，教师必须为学生安排使用这些功能并反思他们对这些功能的使用的机会。这项研究考察了六名四年级和五年级教师如何在课程计划中为学生精心安排机会，以便在分数 VM 内外的视觉和符号表示之间进行转换。结果表明，教师使用两种策略来协调这些转变：虚拟机选择和教师直接干预。讨论了教师使用这些策略的影响，包括为学生提供了哪些类型的过渡机会，以及需要哪些专业学习经验来支持教师协调过渡。