The researchers conducted a microanalysis of two purposefully sampled sessions of a tutor working with a student with a learning disability (LD) engaging with multi-step equations with and without fractions. During the tutoring sessions, the student experienced quick, independent success on equations without fractions, but struggled considerably…

Despite the importance of computational estimation skill for the improvement of number sense, little research exists on preservice teachers' estimation skills and their view on estimation in the US context. This study examined the computational estimation skill of 58 preservice elementary teachers (PSTs) and its relationship to their views of the…

The purpose of this study was to investigate what common errors and misconceptions about fractions exist among Saudi Arabian college students. Moreover, the study aimed at investigating the possible explanations for the existence of such misconceptions among students. A researcher developed mathematical test aimed at identifying common errors…

It seems that calculators continue to be misunderstood as devices solely for calculation, although the likely contributions to learning mathematics with modern calculators arise from other characteristics. A four-part model to understand the educational significance of calculators underpins this paper. Each of the four components (representation,…

To help middle school students make better sense of decimals and fraction, the author and an eighth-grade math teacher worked on a 90-minute lesson that focused on representing repeating decimals as fractions. They embedded experimentations and explorations using technology and calculators to help promote students' intuitive and conceptual…

The author points out the usefulness of the ALP minicalculator program with learning disabled learners and introduces a novel aspect of the program--a new method of dealing with fractions via the calculator in which decimal answers are converted to equivalent fractions. (SBH)

The relative effectiveness of three methods of teaching fraction computation in the context of the community college was investigated. The use of calculators was a special focus of the study. The three methods were: (1) conventional algorithms with no calculator, (2) conventional algorithms with calculator, and (3) alternative algorithms using…

Discussed are the difficulties that entering college freshmen seem to have with mathematics, particularly with fractional forms. A success-oriented program is suggested in which all students are successful. To obtain this goal, a number of alternative routes are discussed such as presenting decimals before fractional forms and the use of the…

The role of common fractions in mathematics education and in applications is discussed in light of the increased importance of calculators and the metric system. (MP)

Algorithms for generating random numbers are discussed along with disadvantages. A program for a programable calculator is given that overcomes those disadvantages. (MP)

A procedure is described that enables students to perform operations on fractions with a calculator, expressing the answer as a fraction. Patterns using paper-and-pencil procedures for each operation with fractions are presented. A microcomputer software program illustrates how the answer can be found using integer values of the numerators and…

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)

Results of this study indicated calculator algorithms can serve as an effective alternative instructional strategy where computational skill is an instructional goal. (MP)

Continued fractions and associated sequences are viewed to constitute a rich area of study for mathematics students, by supporting instruction on algebraic and computational skills, mathematical induction, convergence of sequences, and interpretation of function graphs. An iterative method of approximating square roots opens suggestions for…