Investigates why decimal understanding lags behind fractional understanding as demonstrated by students performance on the Third International Mathematics and Science Study (TIMSS). (Author)

Discusses overall mental computation achievement and limits discussion to strategies middle school students used when computing with whole numbers, decimals, and fractions. Suggests that the development of conceptual knowledge of numbers is an important prerequisite for the understanding of mental computation procedures. (Contains 31 references.)…

Discussed are students' understandings of the relationship between fraction and decimal interpretations of rational numbers, where both interpretations are represented symbolically. The methodology employed in this study, interviews, results, and a discussion of the implications of the results are presented. (CW)

Results of the second mathematics assessment of the National Assessment of Educational Progress (NAEP) indicate how 9-year-olds handled decimals prior to much formal instruction, and give insight into areas of difficulty for 13-year-olds who have received instruction. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results…

Stimulus control technology was used to instruct seven students in grades five and six who demonstrated difficulty with fraction ratio and decimal relations. Students were trained to match pictorial representations of fractions to printed counterpart fraction ratios and to match printed decimals to pictorial representations of counterpart…

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)

Findings from a study with first-grade children on addition and subtraction help make a case for a conceptual rather than a mechanized approach to the operations. How base ten blocks were used in the program is illustrated. (MNS)

Discussed are the background and implementation of a method of teaching fractions to primary children referred to as "The Visual Concept of Fractions." The advantages and criticisms of the use of this method are stressed. (CW)

Many have argued for the importance of numeracy, yet little is known about the opportunities for numeracy available to people in their daily lives. In this study, characteristics of rational numbers in magazines written for children, teenagers, and adults were analyzed and compared. Analysis indicated that difficult mathematical concepts that…

Research on fractions and decimals is reviewed. Understanding is vital, and thus children need experiences with concrete materials for the various interpretations of rational numbers. (MNS)

The results of this study indicate no significant differences on two achievement tests and one aptitude test between calculator and non groups. Nevertheless, the investigator notes several advantages of using the calculator. (MK)

Attempted to verify knowledge regarding decimal and rational numbers in children ages 10-14. Discusses how pupils can receive and assimilate extensions of the number system from natural numbers to decimals and fractions and later can integrate this extension into a single and coherent numerical structure. (Author/MKR)

Analysis of student constructed questions about common and decimal fractions of (n=27) students in grades five and six revealed that students seemed to construct experience- and interest-based questions rather than textbook-type word problems which tended to be multistep problems. (12 references) (MKR)

Interview and questionnaire responses of students in grades K-10 completing common and decimal fraction tasks suggested the existence of 2 sequential unistructural-multistructural-relational learning cycles within the concrete symbolic mode. (46 references) (MKR)

Examines two days of teacher-led large group discussion in a 5th grade class about a mathematical question intended to support student exploration of relationships among fraction and decimal representations and rational numbers. Illuminates the teacher's work in supporting student thinking through the use of a mathematical question embedded in a…