The purpose of this study was to assess the ability of students in grades 6 and 7 to order rational numbers in both decimal and fraction form, including the identification of their thinking strategies. Implications for instruction are included. (MNS)

Reviewed is research indicating problems in teaching and learning fractions and possible ways to improve instruction and learning. (RH)

How laser videodisc technology can be used to improve mathematics instruction is described, with note of the development of a videodisc curriculum on mastering fractions. Relevant research is reviewed, as well as how teachers can use the technology. The instructional design is described, and field-testing and revision reported. (MNS)

Concepts of fractions from an adult perspective as well as from a child's perspective are examined. Types of students' schemes for some terms related to fractions are reported. (YP)

What makes a fraction meaningful and a definition of the quantitative notion of fractions are discussed. Then observations from teaching experiments are presented. (MNS)

Four different conceptions of error-making from a pedagogical perspective are developed. Using errors as springboards for learning is advocated, so that better understanding of content and of the nature of mathematics results. (MNS)

This is a report of an application of the interpretation of errors and springboards in a real-life situation. If and why we need to reduce fractions is considered. (MNS)

A common mistake in adding fractions involves the confusion betwen the concepts of fraction and ratio. A coherent system to operate with ratios is developed. (MNS)

Several intuitive proofs for evaluating specific infinite expressions are given. Observations on intuition and errors in mathematics are included. (MNS)

The focus of this article is on the verification processes children use when assessing the equality of parts produced by them when partitioning geometric shapes. Different processes and children's verbal proofs of equality are presented. Activities for mathematics instruction are suggested. (YP)

Illustrated first is the case in which a wrong procedure (with fractions) leads to a correct result. Trying to justify why it works in this case and looking for similar patterns involved interesting algebraic considerations as well as use of computers. (MNS)

Children in grades four and five had instruction on fractions with a continuous manipulative aid to help transfer their knowledge to tasks with a discrete manipulative aid. Results suggest that discrete-embodiment tasks are more difficult than continuous-embodiment tasks. (MNS)