We analyzed the solution pathways and errors found in the written responses of 469 prospective teachers solving an equation containing fractions. The majority (332, or 70%) used an algebraic method; 141 of the 332 (42%) were correct, and 22% of the algebraic methods were abandoned before a solution was obtained. We identified the steps in the…

The goal of this research was to examine fifth graders' understanding of fractions on the number line. This case-study design focused on the various ways that students represented fractions on number lines. Students responded to task-based interview questions by identifying fractions as a number on the number line as well as equivalency and…

Classroom teachers need a well-developed deep understanding of fractions and pedagogic practices so they can provide meaningful experiences for students to explore and construct ideas about fractions. This study sought to examine prospective elementary teachers' understandings of fraction by focusing specifically on their use of fractions meanings…

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)

Presents three games using calculators, specifically Texas Instruments' Math Explorer, as an aid to teaching fractions and decimals. Briefly discusses the development by the Texas Education Agency of staff development modules for teachers to learn about calculators, mathematics, and the incorporation of calculators into the teaching of…

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)

Reviews important research relating the significance of homework to achievement, and describes a study with 64 sixth grade pupils to determine effects of homework in working with fractions over an eight-week period. Findings reveal no statistically significant difference on tests of computational skills in fractions and on measures of…

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)

A study interviewed 6 grade-6 students after participation in 21 lessons on basic concepts of fractions and decimals to determine how different children construct rational number concepts. Discussed the formation of the key concept of equivalent fractions based on student responses to interview questions. (MDH)

Heightens the awareness of elementary school teachers, teacher educators, and teacher-education researchers of possible applications of fractal geometry with children and, subsequently, initiates discussion about the appropriateness of including this new mathematics in the elementary curriculum. Presents activities for exploring children's…

Reviews the learning theories of Robert Gagne and David Ausubel, and applies these theories to the three most common approaches to teaching division of fractions: common denominator, complex fraction, and inverse operation methods. Such analysis indicates the inverse approach should be most effective for meaningful teaching, as is verified by…

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)