Research was conducted in an elementary school to compare the effectiveness of decimal-common fraction sequence versus conventional sequence for the teaching of arithmetic. A pretest and a posttest design was adopted. Analysis of data revealed no significant difference between groups on achievement measures. (PS)

Several examples are given to show that the calculator can be a tool to enhance mathematical understanding. Expressing rational numbers (fractions) as decimals provides the content focus. (MNS)

Discusses procedures used throughout history to solve fractional and decimal divisor problems. Early rules and definitions, approaches in mathematics and methods books, "new math" approaches, research findings, and recent textbook procedures are included. Concludes by presenting nine recommendations for teaching the operation. (DH)

Children trained in the clustering-operations approach showed greater achievement than those trained in a traditional approach. The clustering approach presents all four operations simultaneously. (MP)

An array model is discussed as an alternative approach to reviewing the four basic operations with fractions; it could help motivate students. (MP)

The author feels teaching division of fractions is worthwhile because it will help students understand other algorithms. (MK)

The early use of the distributive law can aid students in learning addition of fractions and provide rapid approaches to computation involving other operations. (SD)

Discusses strategies used to teach fractions to 9- to 11-year-old deaf children during a four-month period, in 30-minute sessions meeting two or three times a week. Fraction work was taught while other topics were covered. The primary form of communication used was Signing Exact English. (JN)

An approach to the teaching of division of fractions is described. Diagrams illustrating the division process are provided. (SD)

The importance of using concrete materials to teach fractions is emphasized. Suggestions for preparing inexpensive sets of such materials are given, with nine activities for their use. (MNS)

A concrete, intuitive means of representing division by fractions is presented. (CP)

The issue of division by zero is discussed. Activities that cover the topics of measurement division, partition division, relationship to fractions, confusion with dividing into zero, dividing zero by zero, and relation to more formal numbers are presented. (KR)

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)