This article provides a comprehensive analysis of school curricula and textbooks on teaching ordinary fractions in middle school. Fractions are an important topic that forms the foundation for further mathematical study; however, students often encounter difficulties in mastering it. The use of the numerical axis and the features of the representation of fractions in various educational materials, including normative documents and additional literature aimed at teachers and students, are considered. Special attention is paid to the methods of introducing the concepts of fractions, unit segments and their representation on the numerical axis. The main difficulties faced by students in mastering this topic, as well as limitations in the presentation of material in existing textbooks, are revealed. The article also examines the theoretical foundations of teaching fractions in the context of digitalization, as well as its role in improving the quality of their acquisition in primary school. In conclusion, recommendations are offered to improve teaching methods and representation of fractions on the numerical axis, which contributes to the development of mathematical thinking in schoolchildren with the use of digital tools.