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…

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)

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)

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…

Provides a short list of integral triples for the design of problems employing unit fractions (so solutions will be positive integers). Also presents an algorithm whereby both primary and imprimitive sets of triples can be easily obtained and shows how to extend the algorithm to solve three-variate unit fraction equations. (JN)

The ideas and techniques involved in learning about fractions were investigated with students in grades 1-12, in the first 3 years of colleges, in community college mathematics courses, and in graduate school. Also included were some high school mathematics teachers, some mathematicians, and some retired persons. Part I provides the rationale and…

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…

This book provides a comprehensive collection of 66 teaching strategies and ideas to help overcome problems with number, each linked to a specific kind of error described in the related manual. Most of these strategies are classroom-ready and easily implemented. Some are notes for the teacher to read and then plan activities accordingly, and many…

This document analyzes one chapter of a textbook for college remedial mathematics. This analysis is done by one of the textbook authors. The chapter under discussion deals with fractions. The text authors, writing from a constructivist perspective, attempted to write problems which not only developed specific conceptual and heuristic objectives…

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…

Bilingual mathematics competencies and competency-coordinated activities are provided in the four sections of this curriculum guide for kindergarten (pre-operational) and grades 1-3 (concrete-operational) children. Topic areas for kindergarten include: classification (logic); comparing/ordering/graphing; quantitative; measurement; geometry;…