Introduces addition, subtraction, multiplication, and division of fractions using area models such as rectangles and circles, or linear models such as the number line and fraction strips. (ASK)

Discussed the use of Cuisenaire rods in teaching the multiplication of fractions. Considers whole number times proper fraction, proper fraction multiplied by proper fraction, mixed number times proper fraction, and mixed fraction multiplied by mixed fractions. (JN)

Ways to use popsicle sticks as concrete models of multiplication and division of fractions are given. (MK)

Presents an approach for teaching the multiplication of fractions by helping students build a foundation on the basis of their informal knowledge. Suggests some action research ideas for teachers to try in their classrooms. (ASK)

Magic squares are used to generate number games similar to tic-tac-toe. Skills that are reinforced include addition of negative numbers and addition and multiplication of fractions. (MP)

A new approach to teaching the division of common fractions is described. The approach is related to the multiplication operation and involves children working with concrete materials. (MK)

Three different models with continuous materials, discontinuous materials, and number lines were used to study the operation concept in six investigations on multiplication with fractions with pupils aged 11-12 in a Penang International School. All approaches could be understood by pupils, but they preferred the area and fractional models. (MNS)

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)

Discusses the generalization of the meaning of multiplication for whole numbers. Presents an example for multiplication of fractions. Provides several diagrams to help improve understanding. (YP)

Numerous studies indicate that performance in solving single step multiplicative word problems is influenced by both problem structure and the types of numbers involved in the problem. For example, including numbers less than one often increases the difficulty of a problem. What remains unclear is how problem structure and number type interact in…

This guide contains classroom-tested problems designed to introduce and reinforce mathematical concepts in a quick, "fun" way. Activities emphasize the logic and reasoning skills needed to build a strong foundation in mathematics. The problems are thinking activities and require only upper elementary level mathematics skills. Activities are…

Presented is the ancient Egyptian algorithm for the operations of multiplication and division of integers and fractions. Theorems involving unit fractions, proved by Fibonacci, justifying and extending the Egyptian or Ahmes' methods into the Hindu-Arabic numeric representational system are given. (MDH)

The objective of the Easy Math Program is to give all students (not just those with mathematical talent) an intuitive grasp of the quantitative principles on which mathematics is based, so they will be able to execute its basic operations with insight, and move on to its higher concepts with confidence. The program approaches this objective by a…

After an introduction including a brief history of measurement, conversion of units within the customary system, within the metric system, and from customary to metric and vice versa are discussed. A fraction/multiplication system is introduced to teach correct alignment of units of measurement and to direct proper multiplication and division of…

Discussed is the meaning of the word "of" as is found in mathematical expressions that involve fractional numbers. The conceptual rather than numerical distinction is stressed. Teaching techniques regarding difficulties with this concept are suggested. (CW)