Suggestions are given for activities to use to introduce common and decimal fractions. Models are used initially and symbols are introduced slowly. Decimals are related to common fractions. (MP)

This manual contains individual learning activity sheets on "Prenumbers", "Whole Numbers", and "Fractions." Each activity sheet and its accompanying instructional recommendations focus on a single concept or skill. The program presented is not intended to comprise a complete mathematics program for children who have difficulty in mathematics and…

Discusses area models that can be used in grades three through nine, showing how the model generalizes from discrete situations involving the arithmetic of whole numbers to continuous situations involving decimals, fractions, percents, probability, algebra, and more advanced mathematics. (14 references) (MDH)

A study interviewed 6 grade-6 students after participation in 21 lessons on basic concepts of fractions and decimals to determine how different children construct rational number concepts. Discussed the formation of the key concept of equivalent fractions based on student responses to interview questions. (MDH)

Discusses the two overgeneralizations "multiplications makes bigger" and "division makes smaller" in the context of solving word problems involving rational numbers less than one. Presents activities to help students make sense of multiplication and division in these situations. (MDH)

This ERIC Digest overviews recent research on teaching and learning fractions and provides suggestions for practice, help in locating resources having direct application in the classroom, and sources for further reading in the literature. Students' conceptions of fractions or rational numbers, common mistakes teachers make, and new teaching…

This paper provides some guidance as to what to listen for to help students make sense of expressions in ways that connect to their ideas and honestly address the mathematics of rational numbers. It offers a reasonable initial answer to the question, "Where do students' ideas about fractions and ratios come from, and how can we work productively…

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

Grid paper activities are discussed as a way to help students conceptualize fractions. (MP)

Describes common misconceptions with decimals and suggests activities that can strengthen connections between decimal concepts and fractions, place value, and physical models, such as the number line. Encourages reasoning, communicating, and problem solving. (TO)

This method of teaching the division of fractions emphasizes the use of concrete materials and helps students understand what division of fractions means. (MP)

This discussion of the mathematical potential of classroom events gives many examples of incidents that can be used for learning about topics such as one-to-one correspondence, counting, sets, ordering, time, fractions, money, shape, estimation, measuring, volume, area, number operations, and graphs. (MP)

Analyzes three textbook series to find what meaningful learning experiences with fractions the books offer relative to modes of representation, pictorial models, qualitative reasoning, and students' informal knowledge of partitioning. Discusses implications for teacher use, including supplementation, teacher-support materials, alternative…

What research says about the learning and teaching of decimal fractions is summarized, with some instructional strategies and activities to improve learning suggested. (MNS)

A model for division of fractions using money as manipulative material is presented. Eight levels are described, ranging from the development of language and concept introduction through types of problems to rule discovery and application. (MNS)