An efficient division algorithm is developed, using a computer program, to convert any positive fraction to its decimal representation. The computer program listing is included. (MNS)

Work with recurring decimals provides pupils with an opportunity for exploration and examination of a wide variety of mathematical ideas and strategies. Examples of work done by one group of pupils who were presented with an opportunity to explore such decimals is featured. (MP)

Interesting mathematical questions that require computations involving fractions, percentages, and decimals are presented. The material is designed for students in the middle school grades, but many of the ideas could be used with higher or lower level pupils. (MP)

Activities are given to assist students in seeing a rationale for the difficult algorithms we teach for fractions. Both interpretations of fractions and operations with fractions are discussed. (MNS)

This is one of a series of monographs developed by teachers in schools near Leeds, England. This volume focuses on recommended methods for teaching operations with whole numbers, fractions, decimals, and percentages. For children to attain confidence in dealing with arithmetical processes, it is considered important that they not be confused by…

Discusses an algorithm that converts a fraction in simplest form into a terminating decimal and allows students to explore the efficacy and conceptual bases of a mathematical algorithm. (ASK)

Two difficulties that students have in computing with fractions are idenfitied. Then a procedure is described, stressing the identity element, that resolves these difficulties and increases students' understanding and retention. (MNS)

A procedure is described that enables students to perform operations on fractions with a calculator, expressing the answer as a fraction. Patterns using paper-and-pencil procedures for each operation with fractions are presented. A microcomputer software program illustrates how the answer can be found using integer values of the numerators and…

The author feels teaching division of fractions is worthwhile because it will help students understand other algorithms. (MK)

A program in BASIC which decomposes fractions is provided. Activities related to student use of the program are listed. (SD)

Renaming fractions with the dot method is described with illustrations. It can be used to introduce renaming at the manipulative level in a meaningful way prior to moving to a more abstract level where prime factorization will be involved. (MNS)

Describes examples of rational representation as a guide for translating terminology and information encountered in manuals for computers. Discusses four limitations of the representation. (YP)

A teaching sequence provides a guide to instruction on initial concepts of fractions, equivalent fractions, and addition with fractions. (MN)

Examples of student-developed methods for dividing fractions and dividing and multiplying whole numbers are presented. Both are selected to show mathematical creativity in general mathematics students which would often be overlooked. (MP)

Use of low-stress algorithms to reduce the cognitive load on students is advocated. The low-stress algorithm for addition developed by Hutchings is detailed first. Then a variation on the usual algorithm is proposed: adding from left to right, writing the partial sum for each stage. Next, a "quick addition" method for adding fractions proposed by…