A series of questions can be posed and resolved in the process of teaching that the decimal expansions of rationals are terminating or repeating. (SD)

The major portion of the article establishes the basis for the stated rule - to divide by a fraction, turn it upside down and multiply. With this background, three justifications for the rule are given. Several possible errors in students' use of the rule are noted. (LS)

Several examples of concrete applications of negative numbers are given. (MM)

The author argues that with the adoption of the metric system of measurement, common fractions became inappropriate to the school mathematics curriculum. (SD)

An extensive investigation of pupil understanding of fractions at the secondary education level showed the majority tended to avoid using fractions, could not generalize about them, and probably did not see them as an extension of the set of whole numbers. (MP)

A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)

Student exploration at a secondary school level of fraction relationships using special graphs is described. (MP)