Forty seventh-grade students, grouped by ability and instructed by intermediate or maximal guidance with or without concrete aids, were given post and retention tests. Low-ability students using aids achieved higher than those taught without aids. Intermediate-guidance groups had higher mean transfer scores when using aids, with no differences…

It is viewed understandable that many teachers consider fractions one of the most difficult mathematical topics to teach. School experiences need careful planning to include sequential activities which develop accurate concepts, and concepts are thought best developed by activities which move along the concrete-to-abstract continuum. (MP)

Reports development and results of the Kramer Project, a two-year study of the implementation of a problem-solving, activity-based mathematics program in the elementary grades. Describes the mathematical content covered, participating teachers, instructional materials employed, inservice teacher training provided, and academic achievement gains of…