A cognitive tool (CT) that helps learners to generate a knowledge of fraction equivalence, which comprises conceptual and procedural knowledge, has been built. The aim of this research is to study the effectiveness of the CT in generating a knowledge of fraction equivalence for classroom use. Two groups of learners were randomly selected to learn the subject knowledge. One group, the CTWSGp, initially started to learn with the CT and then worked with drilling-orientated worksheets (WS), and the other group, the WSCTGp, learned in the reverse order. The results of pre-test-post-test experimental studies show that both groups had gained competency in the knowledge of fraction equivalence by the end of the learning period. An analysis of the results indicates that learners in the CTWSGp group learnt the subject matter better than the WSCTGp group, and that the CT is a more effective tool than drilling-orientated worksheets.