Equal representation as a social issue is about the participation of one social group, in a particular context, in proportion to the numbers in the group within the total population. The proportion of women in parliament, and of the participation rate of students of lower socioeconomic status in higher education, are examples. The aims of this paper are to set such issues in a school-mathematics context and to increase awareness of the potential of mathematics to connect with social issues. Mathematically, the setting involves the ways in which a fraction can be represented by other fractions having a lower numerator and denominator.