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)

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)

Research findings on children's understanding of fractions, gleaned from interviews, are briefly noted. (MNS)

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

Research findings on decimals and money are briefly summarized, followed by suggestions for classroom use. (MNS)

This brief report focuses on the cognitive level of decimal problems in 16 textbooks. Activities at the application level are included, but seldom are higher-order intellectual behaviors found in the books. (MNS)

The study looked at the initial learning of decimal concepts at grades three, four, and five. Helping children understand the concepts of decimals prior to computational use is promoted as a major goal for elementary education. The investigation is seen to have provided insights that could be applied to instruction. (Author/MP)

Difficulties that entering college freshmen showed on a mathematics assessment test are discussed. More students can perform decimal computation than can order decimals. The concept of equivalent decimals should be taught more carefully at every level. (MNS)