Focusing on sports-oriented themes, activities that present computation and problem-solving examples that involve fractions, decimals, and percent are discussed. Worksheet masters suitable for duplication for classroom use are provided. (MP)

The approaches taken by two elementary school teachers in using computers as tools to stimulate and guide mathematical thinking are described. One had students design a BASIC program for counting; the other used demonstration programs to develop ideas about fractions and decimals. (MNS)

More work with fractions needs to be done in the elementary school, with emphasis on concepts rather than computational algorithms. (MP)

The idea that studying part-whole number relationships can foster a better understanding of number concepts, addition, subtraction, fractions, decimals, ratios, and percentages depending on the age of the student is discussed. Activities that incorporate number relationships and representations are presented. (KR)

Discusses the two overgeneralizations "multiplications makes bigger" and "division makes smaller" in the context of solving word problems involving rational numbers less than one. Presents activities to help students make sense of multiplication and division in these situations. (MDH)

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)

Discusses the "Every Pupil Response" (EPR) strategy and its use in teaching basic facts, problem-solving, place value, and fractions. Basically, the technique involves children responding simultaneously to a question by holding up a card, using parts of their bodies, or stick figures. Advantages of EPR are noted. (JN)

The way that fractions are taught to fourth-grade pupils at the Village Community School in New York City is detailed. The approach is thought to make the often frightening symbols of fractions into something that even beginning students find meaningful. Meaning rather than computational technique is emphasized. (MP)

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)

Use of a microcomputer spreadsheet program to help students understand long division is described. An example of a problem with powers of 10 used with seventh graders is presented, with note of another lesson on decimals for grade 6. (MNS)

Presented is a conversation with students that gives an insight into the ways students think about decimals. Students were introduced, with the use of a calculator, to decimal notation and systematic experimentation. What students had learned throughout this conversation is discussed. (KR)

The results of exercises related to fractions on the National Assessment of Educational Progress (NAEP) for 9- and 13-year-olds are reported. This discussion is followed by suggestions on ways to help students be more successful when adding fractions. (MP)

The focus is on using mathematical concepts and operations to decode holiday messages. Worksheets are provided for levels one-two, three-four, five-six, and seven-eight. (MNS)

The author promotes an earlier introduction of decimals than is currently standard practice in most elementary mathematics programs. Suggested activities and related skills are reviewed. (MP)