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)

An outline of the way that fractions might be presented in ninth grade algebra is given, and implications for elementary school instruction are noted. (DT)

Described is a student-discovered algorithm for solving a problem involving division by a fraction. (RS)

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)

A case is given against teaching division of fractional numbers. Types of problems usually solved by division are solved by methods involving only multiplication. (JP)

An algorithm is provided for generating as many desired digits in the decimal representation of a rational number on a calculator. It may be used whenever the number of digits displayed on the calculator exceeds the number of digits in the denominator. (JT)

Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)