In America, these kinds of faculty learning communities are less common. They require a great deal of institutional and faculty support. Merely creating a task force and producing a report will not engender a learning community. Faculty members need to feel safe before they expose their classroom and teaching to other faculty. A teacher's peer needs time to examine curricula in light of student needs and adult learning models, and not just discipline-specific issues.
Detailed questions have to be developed, asked and answered.
To be taught effectively, however, the student must understand the fundamental concepts of fractions and many other related concepts. Students may do the algorithm correctly for the test but still not be able to take the idea outside the classroom for more then a few days after the test. To enhance learning, student learning modes must be taken into account. Research on adult learning suggests that the student must be provided with an appropriate context for learning. Faculty working together can create, observe, critique, refine and improve a specific classroom set of activities focused on faculty and student outcomes.