In this work we will analyze the relation between registers of representation and the construction of the fraction concept. Ninety-six students from first year of compulsory secondary education participated in the study, and performed equal share tasks in the context of Egyptian fractions (unit fractions with different denominators). The aim was to determine if, with these types of tasks, students could improve their learning of the different meanings of the fraction concept. Our results indicate that there seems to be a relationship between the meaning used and the representation chosen. Similarly, we found that—with these tasks—students significantly increased the number of registers of representation they used. Students who used distinct representations had to coordinate several registers, which might be interpreted as proof of the development of conceptual understanding.