The mechanisms, images, and language needed for the development of rational-number ideas are briefly discussed. Such ideas are sophisticated and different from natural-numbers ideas. (MNS)

Described is an activity where base-10 blocks are used to develop students' skills in reading, writing, and visualizing large numbers. An activity sheet that helps students with decimal points is included. (KR)

Indicates how thinking strategies help children learn the basic facts for whole numbers, listing several strategies involved in addition, subtraction, multiplication, and division. Also lists books and articles for illustrations of the strategies and how to teach them, and two sources for research findings on thinking strategies for basic facts.…

Two computer games, Guess and Rule, can be used to improve students' thinking strategies. BASIC and Logo programs are given for each game, and facts and additional references are included. (MNS)

Ignored concepts of numbers, notation, and operation with rational numbers are described. It is proposed that these be taught in the time now devoted to paper-and-pencil skills made obsolete by calculators. (MNS)

Establishing and maintaining the desirable kind of balance between meaning and computational competence is the subject of this reprint from a 1956 issue of the journal. Sources of the dilemma and suggestions for solution are discussed. (MNS)

Questions about teaching rational numbers are discussed, dealing with when to teach the meaning of fractions and of decimals, when and how to teach computation with fractions and with decimals, and other issues. (MNS)

Division of fractions and division of decimals, both troublesome, are discussed in relation to helping students learn well and retain what they have learned. A strong conceptual base, mastery of related concepts and skills, and meaningful development are stressed. (MNS)

Described are activities for thinking through patterns using toothpicks, paper strips, wooden cubes, and people patterns; thinking with attribute items such as geocards, namestrips, and treasures; and thinking with geometric materials such as geoboards and dot paper, cubes, and simple puzzle pieces. (MNS)

Discusses research findings that relate to teaching fractions for conceptual understanding. Gives teacher/student dialogues that illustrate the thought processes of students as they form part-whole and improper fraction concepts. (MDH)

After presenting the case for using games to teach higher-level skills, four mathematics instructional games are given. At the comprehension level are Average Hands and Polyhedron Rummy. Prime Plus is at the application level, while In Proportion is at the analysis level. (MNS)

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)

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)